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Empirical Research in Vocational Education and Training最新文献

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Developing and validating an online situational judgment test on the stress coping competence of nursing apprentices 护理学徒压力应对能力在线情境判断测验的开发与验证
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-22 DOI: 10.1186/s40461-023-00145-x
J. Warwas, Wiebke Vorpahl, Susan Seeber, Philine Krebs, Ulrike Weyland, Eveline Wittmann, Larissa Wilczek, Aldin Striković
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引用次数: 0
Development of a digital training for social and emotional competences for medical assistants in vocational education and training in Germany 为德国职业教育和培训中的医疗助理开发社交和情感能力的数字化培训
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-17 DOI: 10.1186/s40461-023-00143-z
Markus Peters, Tanja Tschöpe, Sebastian Konheiser, Julia Raecke, A. Schnitzler
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引用次数: 0
To what extent do secondary effects shape migrants’ educational trajectories after lower-secondary education? 二次效应在多大程度上塑造了移民在初中教育之后的教育轨迹?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-25 DOI: 10.1186/s40461-023-00142-0
R. Busse, Christian Michaelis, Richard Nennstiel
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引用次数: 0
Analysing domain-specific problem-solving processes within authentic computer-based learning and training environments by using eye-tracking: a scoping review 使用眼动追踪分析真实的基于计算机的学习和培训环境中特定领域的问题解决过程:范围界定综述
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-18 DOI: 10.1186/s40461-023-00140-2
Christian W. F. Mayer, A. Rausch, Jürgen Seifried
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引用次数: 0
Departmental conditions for professional learning of instructors in vocational and professional education. 职业和专业教育教员专业学习的部门条件。
IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 Epub Date: 2023-10-27 DOI: 10.1186/s40461-023-00151-z
Annemarieke Hoekstra

Background: For vocational and professional education to remain relevant, instructors need to keep developing themselves and their practices. Much of instructor learning happens on-the-job. Drawing on literature on teacher learning in the workplace, this article explores how structural and cultural conditions shape professional learning of instructors in departments for post-secondary vocational and professional education in western Canada.

Methods: A multiple case study approach was used to explore how instructors perceive departmental conditions as enhancing or inhibiting professional learning. Interview data, meeting observations, and program documentation was collected from 27 instructors from 5 departments in three institutes for post-secondary vocational and professional education. The educational programming in the five departments cover four industry sectors: two healthcare departments, one building trades, one business, and one social services department.

Results: Structural conditions reported to facilitate instructor professional learning at the department level include student feedback, job-rotation, coordinating work-placements, and whether participation in continuing professional development is a licensing requirement of the profession. Heavy workload and the way teaching is scheduled are most often reported as conditions inhibiting learning. Considering cultural conditions, three in-depth case descriptions illustrate how instructors draw on beliefs and practices prevalent in their original trade/profession when shaping their departmental culture as a learning environment.

Conclusions: The concept of sense-making proved useful to describe how instructors draw on elements of the occupational culture taught in the program when shaping their workplace as a learning environment. This influence of occupational culture could help explain previously observed differences in how instructors from various industry sectors engage in professional learning. Organizational support is warranted for facilitating organizational conditions for instructor learning including the development of departmental leaders' capacity to influence workplace conditions for professional learning.

Supplementary information: The online version contains supplementary material available at 10.1186/s40461-023-00151-z.

背景:为了使职业和专业教育保持相关性,教师需要不断发展自己和实践。大部分教员学习都是在工作中进行的。借鉴有关教师在职学习的文献,本文探讨了结构和文化条件如何影响加拿大西部中等后职业和专业教育部门教师的专业学习。方法:采用多案例研究方法,探讨教师如何将部门条件视为促进或抑制专业学习。访谈数据、会议观察和项目文件来自三所中等后职业和专业教育机构5个部门的27名讲师。五个部门的教育规划涵盖四个行业:两个医疗部门、一个建筑行业、一个商业部门和一个社会服务部门。结果:据报道,促进系一级教师专业学习的结构条件包括学生反馈、工作轮换、协调工作安排,以及参与持续专业发展是否是该专业的许可要求。繁重的工作量和安排教学的方式通常被认为是阻碍学习的条件。考虑到文化条件,三个深入的案例描述说明了讲师在将其部门文化塑造为学习环境时,如何利用其原始行业/职业中普遍存在的信仰和实践。结论:事实证明,意义制造的概念有助于描述教师在将工作场所塑造成学习环境时如何利用课程中教授的职业文化元素。职业文化的这种影响可能有助于解释之前观察到的来自不同行业部门的教师如何参与专业学习的差异。组织支持有助于促进教员学习的组织条件,包括发展部门领导影响专业学习工作场所条件的能力。补充信息:在线版本包含补充材料,可访问10.1186/s40461-023-00151-z。
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引用次数: 0
Digitalisation in accounting: a systematic literature review of activities and implications for competences. 会计数字化:对活动和能力影响的系统文献综述。
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.1186/s40461-023-00141-1
Julia Pargmann, Elisabeth Riebenbauer, Doreen Flick-Holtsch, Florian Berding

The digitalisation of processes is a current topic in accounting. New technologies can change activities which in turn may require different skills from accounting graduates. This paper aims to shed light on the changes that digitalisation brings about in various areas of accounting by assessing the types of activities (non-routine and routine) and corresponding competences in the context of progressing stages of digitalisation. In addition, it is analysed how different technologies are used in these activities and where their execution is placed within the supply chain. The systematic literature review shows a lack of expertise in the field of digitalisation that enables graduates and employees to successfully manage respective processes in the workplace. While routine activities are continuously being automated or digitalised, non-routine activities and the corresponding skills have a similarly increasing importance for employees in accounting as the acquisition of general digital competences.

流程的数字化是当前会计领域的一个话题。新技术可以改变活动,这反过来可能需要会计毕业生具备不同的技能。本文旨在通过评估活动类型(非常规和常规)以及在数字化进展阶段背景下的相应能力,揭示数字化在会计各个领域带来的变化。此外,它还分析了在这些活动中如何使用不同的技术,以及它们的执行在供应链中的位置。系统的文献综述显示,在数字化领域缺乏专业知识,使毕业生和员工能够成功地管理工作场所的各自流程。虽然日常活动不断被自动化或数字化,但对于会计员工来说,非常规活动和相应技能的重要性与获得一般数字能力的重要性类似。
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引用次数: 1
Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway 确定职业教育和培训中促进复原力的因素:挪威的纵向定性研究
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-01 DOI: 10.1186/s40461-022-00139-1
Evi Schmid, Christiane Lingås Haukedal
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引用次数: 3
Characteristics of learning tasks in accounting textbooks: an AI assisted analysis 会计教材学习任务特征的人工智能辅助分析
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-12 DOI: 10.1186/s40461-022-00138-2
Simone Stütz, F. Berding, Sven Reincke, Lena Scheper
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引用次数: 2
Cognitive diagnosis models of students’ skill profiles as a basis for adaptive teaching: an example from introductory accounting classes 作为适应性教学基础的学生技能概况的认知诊断模型:以会计导论课为例
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-09-23 DOI: 10.1186/s40461-022-00137-3
Christoph Helm, J. Warwas, Henry Schirmer
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引用次数: 0
Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence 低收入和中等收入国家年轻人参与技术和职业教育和培训干预的经验:对定性证据的系统审查
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-12 DOI: 10.1186/s40461-022-00136-4
Yi Shi, Mukdarut Bangpan

Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context.

技术和职业教育与培训(TVET)因其在低收入和中等收入国家(LMICs)减轻贫困和改善青年就业方面的潜力而受到广泛关注。然而,就其对参与者的福祉和生计的影响尚未达成一致。以前的大多数综述通过统计荟萃分析仅限于经济和就业相关的结果,未能检查参与者的综合经历。本系统综述通过回顾2000年至2019年31项已发表和未发表的研究的定性证据,调查了中低收入国家年轻人的学习过程和TVET参与的后果。采用框架主题综合方法,该研究表明,除了经济后果之外,TVET参与对年轻人的文化资本(技能和知识、证书和社会情感能力)、社会资本(联系、桥梁和连接社会关系)、愿望和健康产生多方面的影响。干预特征、干预质量(课程与内容、教师与教学、行政与管理)、学习环境(物理环境、师生关系、同伴关系)、个体特征、社会规范等多种因素共同塑造了参与者的混合体验。研究结果还表明,弱势青年尤其受益于TVET的参与,这突显了TVET在改善教育机会和公平方面的潜力。从证据综合中提炼出一个框架,为未来的研究和实践提供信息,旨在设计、实施和评估职业技术教育,以提高年轻人在发展背景下的整体福祉。
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引用次数: 0
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Empirical Research in Vocational Education and Training
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