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Empirical Research in Vocational Education and Training最新文献

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Teachers’ experienced classroom demands and autonomic stress reactions: results of a pilot study and implications for process-oriented research in vocational education and training 教师体验课堂需求与自主应激反应:一项试点研究的结果及对职业教育与培训过程导向研究的启示
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-27 DOI: 10.1186/s40461-021-00113-3
Tobias Kärner, Jana Höning

Background

To examine relationships between teachers’ experienced classroom demands and autonomic stress reactions, we report the results of a pilot study. Based on an integrative literature review, we identified and described the following situational classroom demands: time and work pressure (including missing rest periods, time pressure, and pressure to get through the subject matter), vocal strain, uncertainty concerning the subject matter, uncertainty concerning didactical decisions, achievement-related diversity in class, lack of social appreciation, disquietude in class, classroom disturbances, behavioral problems of students, insufficient skills and concentration of students, and insufficient motivation of students.

Method

These identified categories of teachers’ situational classroom demands are the basis for the empirical item identification and selection (Study A). The identified items were used in a single-case, short-term longitudinal study in which we examined relationships between experienced classroom demands and autonomic stress reactions as well as between autonomic stress reactions and affective stress experience via first-order vector autoregressive modeling (Study B).

Results

Concerning our hypotheses, we found evidence that some of the experienced classroom demands (“I cannot respond to students’ different needs”; “There is disquietude in class”) had time-lagged associations with autonomic stress measures. Furthermore, we found that physiological arousal triggers affective stress experience due to a time-lagged effect.

Conclusion

The research approach and results of our pilot study can be the basis for further process-oriented research in vocational education and training (VET). From a practical point of view, our results on experienced classroom demands could be used in VET teacher education to prepare student teachers for specific skills to cope with such demands.

背景:为了研究教师的课堂体验需求与自主应激反应之间的关系,我们报告了一项初步研究的结果。在综合文献综述的基础上,我们确定并描述了以下情景课堂需求:时间和工作压力(包括缺少休息时间、时间压力和完成主题的压力)、声音紧张、对主题的不确定性、对教学决策的不确定性、课堂上与成就相关的多样性、缺乏社会欣赏、课堂上的不安、课堂上的混乱、学生的行为问题、学生的技能和注意力不足、学生的动力不足。方法这些教师情境课堂需求的识别类别是实证项目识别和选择的基础(研究A)。短期纵向研究中,我们通过一阶向量自回归模型检验了体验性课堂需求与自主应激反应之间的关系,以及自主应激反应与情感应激体验之间的关系(研究B)。结果在我们的假设中,我们发现一些体验性课堂需求(“我无法回应学生的不同需求”;“在课堂上感到不安”)与自主压力测量有时间滞后的关联。此外,我们发现生理唤醒触发情感应激体验由于一个时间滞后效应。结论本研究的研究方法和结果可为进一步开展面向过程的职业教育培训研究提供依据。从实践的角度来看,我们对经验丰富的课堂需求的研究结果可以用于职业教育教师教育,为学生教师提供应对此类需求的特定技能。
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引用次数: 8
Multidisciplinary digital competencies of pre-service vocational teachers 职前职业教师多学科数字化能力研究
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-22 DOI: 10.1186/s40461-021-00112-4
M. Roll, Dirk Ifenthaler
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引用次数: 27
Occupation-specific wage returns: shedding light on differentials between employees with a VET degree either with or without an Abitur 特定职业的工资回报:揭示有职业教育与职业教育学位的员工之间的差异,无论是否有职业教育与职业教育学位
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-20 DOI: 10.1186/s40461-021-00111-5
Anett Friedrich, Sandra Hirtz

This study seeks to reveal the heterogeneity in occupation-specific wage returns among graduates of the German vocational education and training (VET) system. We distinguish between VET graduates with and without a higher education entrance certificate (i.e. an Abitur). To implement our hierarchical multi-level analyses, we exploit the latest wave of the BIBB/BAuA Employment Survey from 2018. By estimating occupation-specific wage returns, we reveal gaps between VET graduates with and without an Abitur. Additionally, we analyse several occupational characteristics to show how they contribute to the gaps in wage returns between our study groups. Our results show that employees combining an Abitur with a VET degree achieve higher wage returns than those VET graduates without an Abitur across all occupations. Employees holding a VET degree without an Abitur display greater inequality of occupation-specific wage returns. Among the occupational characteristics, task composition is the main driver of the differences in wage returns.

本研究旨在揭示德国职业教育与培训(VET)系统毕业生在职业特定工资回报方面的异质性。我们区分有和没有高等教育入学证书(即Abitur)的VET毕业生。为了实施我们的分层多层次分析,我们利用了2018年最新一波的BIBB/BAuA就业调查。通过估算特定职业的工资回报,我们揭示了拥有和没有Abitur的VET毕业生之间的差距。此外,我们分析了几个职业特征,以显示它们如何导致我们研究小组之间的工资回报差距。我们的研究结果表明,在所有职业中,拥有英语技能和职业教育学位的员工比那些没有英语技能的职业教育毕业生获得更高的工资回报。拥有职业教育培训学位但没有职业技能证书的员工在特定职业的工资回报上表现出更大的不平等。在职业特征中,任务构成是工资报酬差异的主要驱动因素。
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引用次数: 4
Early termination of vocational training: dropout or stopout? 提前终止职业培训:辍学还是停止?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-11 DOI: 10.1186/s40461-021-00109-z
Gabriele Wydra‐Somaggio
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引用次数: 6
We collaborate with everyone, but with some more than others: evidence of stakeholder collaboration among internal security professional higher education institutions 我们与所有人合作,但与某些人合作更多:内部安全专业高等教育机构之间利益相关者合作的证据
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-08 DOI: 10.1186/s40461-021-00110-6
Anne Valk, Mairit Kratovitš

The aim of this article is to identify the main stakeholders of institutions of professional higher education in the field of internal security in selected countries, and the most important collaboration practices, and the factors that affect collaboration. Within the framework of a qualitative phenomenographic study, interviews were conducted with representatives of Estonian, German, Finnish, and Norwegian institutions of professional education in the field of internal security. The results showed that institutions of professional higher education differ from traditional universities in prioritizing their main stakeholders, putting employers first, and not students. In addition, the ministries under whose government they operate, and other higher education institutions were named as the main stakeholders. Collaboration with stakeholders is mostly based on common interests and personal relationships (e.g., mediation, networking, joint reputation building, collaboration councils), on some kind of formal basis (e.g., feedback system, collaboration councils) or subordination (e.g., execution of orders and instructions, trading). The aspects most influencing collaboration were considered to be the aspects related to trust and professionalism, and in particular informal collaboration was valued. The results of this study enabled the author to supplement a framework from a previous study, which originally described the theoretical collaboration of the stakeholders of an institution of higher education in the field of internal security; this was supplemented by adding the dimension of collaboration diversity.

本文的目的是确定选定国家内部安全领域的专业高等教育机构的主要利益相关者,以及最重要的协作实践,以及影响协作的因素。在定性现象研究的框架内,与爱沙尼亚、德国、芬兰和挪威国内安全领域专业教育机构的代表进行了访谈。结果表明,专业高等教育机构与传统大学不同,它们优先考虑主要利益相关者,把雇主放在第一位,而不是把学生放在第一位。此外,他们所在的政府部门和其他高等教育机构被称为主要利益相关者。与利益相关者的合作主要基于共同利益和个人关系(例如,调解,网络,共同声誉建设,协作委员会),基于某种正式基础(例如,反馈系统,协作委员会)或从属关系(例如,执行订单和指令,交易)。对合作影响最大的方面被认为是与信任和专业精神有关的方面,非正式合作尤其受到重视。本研究的结果使作者能够补充先前研究的框架,该研究最初描述了高等教育机构内部安全领域利益相关者的理论合作;这是通过增加协作多样性的维度来补充的。
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引用次数: 5
Vocational training choice from a regional perspective 区域视角下的职业培训选择
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-02-02 DOI: 10.1186/s40461-020-00105-9
Katja Schuster, Anne Margarian

Motivated by discussions of skill mismatches on local German vocational educational and training (VET) markets, this paper analyses how occupational segments of VET entry of individuals with lower and intermediate secondary school degree relate to local labor market characteristics. The econometric analysis applies data from a survey conducted with 9th graders within the German National Educational Panel Study (NEPS). Considering opportunity structures and the local competition for training positions, we find that the match between occupations' skill demands and individuals' abilities tends to be specifically close in diverse and competitive urban labor markets. In non-competitive peripheral labor markets, in contrast, graduates with lower school certificates seem to have a higher likelihood of entering VET in segments that are specifically attractive for graduates with upper secondary school degree. The results on the allocation of abilities and the weight of preferences under different labor market conditions have different welfare implications from an individual, regional and general economic perspective.

本文以德国当地职业教育与培训(VET)市场的技能错配讨论为动力,分析了具有中低学历的个人进入职业教育与培训(VET)市场的职业细分与当地劳动力市场特征的关系。计量经济学分析采用了德国国家教育小组研究(NEPS)对九年级学生进行的调查数据。考虑到机会结构和培训职位的本地竞争,我们发现在多样化和竞争激烈的城市劳动力市场中,职业技能需求与个人能力之间的匹配往往特别接近。相比之下,在非竞争性的外围劳动力市场,拥有较低学历的毕业生似乎更有可能进入对高中学历毕业生特别有吸引力的职业教育培训。从个人、区域和一般经济角度来看,不同劳动力市场条件下的能力分配和偏好权重的结果具有不同的福利含义。
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引用次数: 4
How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors 匈牙利职业教育培训学校的教师如何合作?对影响的形式、感知以及相关的个人和组织因素的定量研究
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-13 DOI: 10.1186/s40461-020-00108-6
Eszter Bükki, Anikó Fehérvári
<h3 data-test="abstract-sub-heading">Background</h3><p>This study investigates teacher collaboration in Hungarian vocational education and training (VET) schools based on an online survey of teachers (n = 303). Collaboration of teachers has long been appreciated for its significant benefits including increased motivation, job satisfaction, self- and collective efficacy, as well as its role in teacher professional development and school improvement. Collaboration of teachers working in VET schools, especially in VET systems where initial VET is provided to young people and (in part) within compulsory education, appears as particularly desirable, given the special context, objectives and challenges of this sector and the spread of competence-based education. However, relatively little is known about VET teacher collaboration, especially in Hungary, where three different profiles of teachers—general subject and vocational teachers and vocational trainers—work in VET schools. The aim of our study was to provide data about how Hungarian VET teachers collaborate, which could validate prior research results on teacher collaboration as well as identify any special features of the VET context.</p><h3 data-test="abstract-sub-heading">Method</h3><p>Our study design was exploratory, descriptive and correlational, applying quantitative statistical analysis. We measured teacher collaboration (practice and perception of impact) and explanatory individual and organisational factors selected for our research framework by adapting instruments of previous empirical studies (most importantly, OECD’s TALIS). We analysed connections between collaboration and independent variables created by principal component analysis.</p><h3 data-test="abstract-sub-heading">Results</h3><p>Our data show that sharing-type collaboration (professional discussions and exchange of materials) are widespread among Hungarian VET teachers. They are much less likely to participate in deeper collaborative activities that presuppose higher levels of interdependence, and they also appreciate the impact of deeper collaboration less. Female respondents participate in sharing-type activities more than their male colleagues, and middle-aged (40–55) are most active in both types of collaboration and perceive the most impact. Collaboration practices correlate most with perceptions of their impact. More frequent collaboration and perceptions of higher impact are related to teachers’ sense of higher self-efficacy and relaxed, tolerant and encouraging collegial relationships. Structural barriers seem to influence only sharing and perceptions of impact. Small, but statistically significant differences in collaboration were found between the three teacher profiles. Vocational trainers (who instruct vocational school practice) showed the highest level of participation in deeper collaboration, while vocational teachers were least likely to participate and perceived the least impact. No significant association
本研究基于对教师的在线调查(n = 303),调查了匈牙利职业教育与培训(VET)学校的教师合作情况。长期以来,教师合作一直因其显著的好处而受到赞赏,包括增加动机、工作满意度、自我和集体效能,以及它在教师专业发展和学校改进中的作用。鉴于职业教育部门的特殊背景、目标和挑战以及能力教育的普及,职业教育学校的教师合作显得尤为可取,特别是在职业教育系统中,初级职业教育是为年轻人提供的,(部分)是在义务教育范围内进行的。然而,对职业教育教师合作的了解相对较少,特别是在匈牙利,在职业教育学校工作的教师分为三种不同的类型——普通学科教师、职业教师和职业培训师。我们研究的目的是提供匈牙利职业教育教师如何合作的数据,这可以验证先前关于教师合作的研究结果,并确定职业教育背景的任何特殊特征。方法采用探索性、描述性、相关性研究设计,采用定量统计分析。我们测量了教师合作(实践和影响的感知),并通过采用以前的实证研究工具(最重要的是经合组织的TALIS)为我们的研究框架选择了解释性的个人和组织因素。我们分析了合作与主成分分析产生的自变量之间的联系。结果我们的数据显示,共享型合作(专业讨论和材料交换)在匈牙利职业教育教师中很普遍。他们不太可能参与更深层次的协作活动,而这需要更高层次的相互依赖,而且他们也不太重视更深层次协作的影响。女性受访者比男性同事更多地参与分享类活动,中年(40-55岁)在这两种类型的合作中最活跃,并感受到最大的影响。协作实践与对其影响的认知最相关。更频繁的合作和更高的影响感与教师更高的自我效能感和轻松、宽容和鼓励的大学关系有关。结构性障碍似乎只影响分享和对影响的看法。在三个教师档案之间发现了合作方面的微小但统计上显着的差异。职业培训师(指导职业学校实践)对深度合作的参与程度最高,而职业教师参与的可能性最小,感受到的影响也最小。在合作与先前或目前的工作经验之间没有发现显著的联系。结论通过提供职业教育教师合作的数据,我们的研究结果在很大程度上证实和验证了之前关于低水平和普通教育背景下教师合作的研究。他们还注意到一些职业教育特定因素的作用,如结构障碍和不同职业教育教师背景之间的微小但统计上显着的差异。
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引用次数: 5
Market conditions of international VET providers: a comparative analysis of Australia, UK, USA, and Germany. 国际职业教育培训机构的市场状况:澳大利亚、英国、美国和德国的比较分析。
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-01 Epub Date: 2021-12-18 DOI: 10.1186/s40461-021-00128-w
Susanne Peters

VET (vocational education and training) is a highly complex, multidimensional worldwide phenomenon with diverse structures. Additionally, very different actors define the functions of a national (or even a regional) VET system. The paper contributes to a better understanding of the policy frameworks and current states of such systems. Therefore, we focus on selected VET systems in order to understand their specifics and thus, their market conditions. A qualitative approach is used to answer the research question regarding which conditions create or support market-based opportunities for the provision of commercial vocational training services. We find that the liberalism and deregulation of the VET sectors, as well as the marketisation of VET practices, lead to incentives to internationalise VET offers. Thinking in terms of skills, the kind of education system does not play a role. This is the case in liberal market-driven VET approaches (here, the UK, the USA and Australia) and is mirrored in the micro-analysis categories of curricula, learning location, content, and learning process.

职业教育与培训(VET)是一个高度复杂的、多维的、具有多种结构的世界性现象。此外,非常不同的参与者定义了国家(甚至地区)职业教育教育体系的功能。本文有助于更好地理解这些系统的政策框架和现状。因此,我们专注于选定的职业教育培训体系,以了解其具体情况,从而了解其市场状况。采用定性方法来回答关于哪些条件创造或支持以市场为基础提供商业职业培训服务的机会的研究问题。我们发现,职业教育教育部门的自由主义和放松管制,以及职业教育教育实践的市场化,导致了职业教育教育国际化的动机。就技能而言,教育体系的类型并没有发挥作用。这是自由市场驱动的职业教育教育方法(这里是英国、美国和澳大利亚)的情况,并反映在课程、学习地点、内容和学习过程的微观分析类别中。
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引用次数: 4
A social perspective on resilience: social support and dyadic coping in teacher training. 心理弹性的社会视角:教师培训中的社会支持与二元应对。
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-01 Epub Date: 2021-12-20 DOI: 10.1186/s40461-021-00126-y
Tobias Kärner, Julia Katharina Weiß, Karin Heinrichs

Stress in teaching and teacher training is a well-known issue and stress management during teacher training may not only be affected by individual coping efforts, but also determined by private and work-related networks the individual is integrated in. In that regard, our article aims firstly to identify sources of social support in the German teacher training system and secondly to analyze interdependencies in dyadic coping interactions based on the Actor-Partner Interdependence Model. On the basis of questionnaire data from 307 German trainees and qualified teachers from vocational and general schools, we found that mentors, partners, fellow trainees, colleagues at school, parents, and good friends were named as the most supportive reference persons during teacher training. In a follow-up survey, data from 49 sources of support were obtained, which could be assigned to the corresponding (trainee) teachers (in the sense of support recipients). These dyads thus form the basis for the analysis of dyadic coping interdependencies. The results of the moderator analyses show, among other things, that support recipients who prefer the coping strategy palliative emotion regulation tend to react rather sensitively to contrary coping strategies of the source of support with regard to their stress symptoms. Social interactions in this respect can represent both protective as well as risk factors. Therefore, a system of complex social interdependencies must be considered when analyzing relational resilience among prospective teachers.

教学和教师培训中的压力是一个众所周知的问题,教师培训中的压力管理不仅受到个人应对努力的影响,而且还受到个人所融入的私人和工作网络的影响。在这方面,我们的文章首先旨在确定德国教师培训系统中社会支持的来源,其次基于行动者-伙伴相互依存模型分析二元应对互动中的相互依存关系。基于对307名来自德国职业学校和普通学校的学员和合格教师的问卷调查数据,我们发现导师、合作伙伴、同行学员、学校同事、父母、好朋友是教师培训过程中最支持的参考人。在后续调查中,获得了49个支持来源的数据,这些数据可以分配给相应的(培训)教师(在支持接受者的意义上)。因此,这些双元构成了分析双元应对相互依赖关系的基础。调节分析的结果显示,在其他方面,支持接受者谁更喜欢应对策略姑息性情绪调节倾向于反应相当敏感的反应对策略的支持来源有关他们的压力症状。在这方面,社会互动既可以代表保护因素,也可以代表危险因素。因此,在分析未来教师的关系弹性时,必须考虑复杂的社会相互依赖系统。
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引用次数: 2
The collaboration between Swiss initial vocational education and training partners: perceptions of apprentices, teachers, and in-company trainers. 瑞士初级职业教育与培训合作伙伴之间的合作:学徒、教师和公司内部培训师的看法。
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-01 Epub Date: 2021-03-20 DOI: 10.1186/s40461-021-00114-2
Florinda Sauli

This study aims to investigate the Swiss initial vocational education and training (IVET) partnership from the perspective of several stakeholders on the ground. Collaboration between stakeholders is essential in dual IVET to connect school- and workplace-based learning and to ensure the quality of the entire system. However, such collaboration can be challenging, given the different epistemic natures of the school and the training company. Apprentices, that regularly cross the boundaries of vocational school and training company, often struggle to connect the learnings that they have acquired from both places. Adopting a boundary crossing perspective, we explore perceptions of IVET partnership in terms of challenges and learning opportunities for the stakeholders on the ground. We realized focus groups with apprentices, vocational teachers, and in-company trainers (N = 64) from several professional fields. The data were analyzed in an inductive and deductive manner, using a thematic analysis. The main results highlight that the participants consider the collaboration between stakeholders to be weak: the links between schools and training companies appear to be scarce and not supported by explicit or formal strategies. Further, the apprentices act as brokers, but they are often not supported in connecting school- and workplace-based learning. These results can provide new insights into how the IVET partnership could be designed.

本研究旨在从几个利益相关者的角度调查瑞士初级职业教育与培训(IVET)伙伴关系。在双IVET中,利益相关者之间的合作至关重要,以连接基于学校和工作场所的学习,并确保整个系统的质量。然而,考虑到学校和培训公司不同的认知性质,这种合作可能具有挑战性。经常跨越职业学校和培训公司界限的学徒,往往很难将他们在这两个地方学到的知识联系起来。采用跨界视角,我们从利益相关者面临的挑战和学习机会的角度探讨了IVET伙伴关系的看法。我们实现了与来自多个专业领域的学徒、职业教师和公司内部培训师(N = 64)的焦点小组。数据以归纳和演绎的方式进行分析,采用主题分析。主要结果突出表明,参与者认为利益相关者之间的合作很弱:学校和培训公司之间的联系似乎很少,而且没有明确或正式的战略支持。此外,学徒充当中介,但在将学校和工作场所的学习联系起来方面,他们往往得不到支持。这些结果可以为如何设计IVET伙伴关系提供新的见解。
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引用次数: 12
期刊
Empirical Research in Vocational Education and Training
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