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Empirical Research in Vocational Education and Training最新文献

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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 Social Sciences Pub Date : 2021-01-13 DOI: 10.1186/s40461-020-00108-6
Eszter Bükki, Anikó Fehérvári

Background

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.

Method

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.

Results

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 Social Sciences 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 Social Sciences 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 Social Sciences 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
How do apprentices moderate the influence of organizational innovation on the technological innovation process? 学徒如何调节组织创新对技术创新过程的影响?
IF 1.3 Q2 Social Sciences Pub Date : 2021-01-01 DOI: 10.1186/s40461-020-00107-7
Christian Rupietta, J. Meuer, U. Backes-Gellner
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引用次数: 9
Measuring financial literacy with a Situational Judgement Test: do some groups really perform worse or is it the measuring instrument? 用情境判断测试衡量金融素养:是某些群体真的表现较差,还是测量工具的原因?
IF 1.3 Q2 Social Sciences Pub Date : 2020-11-21 DOI: 10.1186/s40461-020-00103-x
Eveline Wuttke, Christin Siegfried, Carmela Aprea

Due to current trends in society and economy, financial literacy is often considered as an important twenty-first century skill. However, regardless of the postulated relevance, studies suggest that financial illiteracy seems to be a widespread phenomenon in the population of many nations. Some studies also show that some groups perform particularly poorly (e.g. women, persons with migration background and/or low level of education). These differences are often attributed to different individual characteristics such as abilities, dispositions or socialisation patterns. However, available research also suggests that even after controlling for them, a quite large portion of the performance differences between the various groups of test-takers remains unexplained. One explanation for performance gaps in financial literacy might be that differences in test scores could also be evoked by the test instruments itself and may thus, at least in part, be interpreted as testing bias. In this paper, we present a newly developed Situational Judgement Test, which is focused on financial competence. For this test, we examine whether differences between groups are attributable to individual differences or due to a test bias. To analyse a possible test bias, we tested one facet of financial literacy (with three factors: control of one’s financial situation, budgeting and handling of money) related to everyday money management for measuring invariance for different groups. If measuring invariance could be assumed, we analysed group differences by calculating t-tests. Results show that two factors of the test show measurement invariance for all groups considered (gender, migration and educational background, opportunities to learn). Group comparisons are thus possible and potential differences are not due to a test bias. For one factor, we can only assume measurement invariance for the group with/without migration background and with/without opportunities to learn in financial topics. When we look at group differences, we find that in contrast to the findings of many previous studies, the analysis of the mean differences does not show any systematic deficits in financial literacy for specific groups.

由于当前的社会和经济趋势,金融知识通常被认为是21世纪的一项重要技能。然而,抛开假定的相关性不谈,研究表明,金融文盲似乎是许多国家人口中普遍存在的现象。一些研究还表明,有些群体的表现特别差(例如妇女、具有移徙背景和/或教育水平低的人)。这些差异通常归因于不同的个人特征,如能力、性格或社交模式。然而,现有的研究也表明,即使在控制了这些因素之后,不同组的考生之间的很大一部分表现差异仍然无法解释。对金融知识表现差距的一种解释可能是,测试成绩的差异也可能是由测试工具本身引起的,因此,至少在一定程度上,这可能被解释为测试偏差。在本文中,我们提出了一个新开发的情境判断测试,其重点是财务能力。对于这个测试,我们检查组之间的差异是由于个体差异还是由于测试偏差。为了分析可能的测试偏差,我们测试了与日常资金管理相关的金融素养的一个方面(包括三个因素:控制个人财务状况、预算和处理资金),以衡量不同群体的不变性。如果可以假设测量不变性,我们通过计算t检验来分析组间差异。结果表明,测试的两个因素对所有考虑的群体(性别、移民和教育背景、学习机会)显示测量不变性。因此,组比较是可能的,潜在的差异不是由于测试偏差。对于一个因素,我们只能假设有/没有移民背景和有/没有学习金融主题机会的群体的测量不变性。当我们观察群体差异时,我们发现,与之前许多研究的结果相反,对平均差异的分析并没有显示出特定群体在金融素养方面存在任何系统性缺陷。
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引用次数: 3
Supra-company apprenticeship training in Austria: a synopsis of empirical findings on a possibly early phase of a new pillar within VET 奥地利的超级公司学徒培训:关于职业教育教育新支柱可能的早期阶段的实证研究结果摘要
IF 1.3 Q2 Social Sciences Pub Date : 2020-11-19 DOI: 10.1186/s40461-020-00102-y
Peter Schlögl, Martin Mayerl, Roland Löffler, Alexander Schmölz

Since 2008, the Austrian Vocational Training Act has given young people the opportunity to obtain vocational qualifications in supra-company training workshops. In addition to the traditional full-time vocational school system and company-based apprenticeship training, a third vocational qualification path has thus been established. This article presents empirical findings on this innovation in skill formation and examines the question of whether conditions for the sustainable establishment of a third pillar for acquiring vocational qualifications are given with regard to regulatory, normative, and cultural cognitive dimensions.

自2008年以来,《奥地利职业培训法》为年轻人提供了在超级公司培训车间获得职业资格的机会。因此,除了传统的全日制职业学校制度和以公司为基础的学徒培训之外,第三条职业资格认证路径已经建立起来。本文提出了关于技能形成创新的实证研究结果,并探讨了在监管、规范和文化认知维度方面,是否提供了可持续建立获得职业资格的第三个支柱的条件。
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引用次数: 0
Open access in vocational education and training research: results from four structured group discussions 职业教育和培训研究中的开放获取:四次结构化小组讨论的结果
IF 1.3 Q2 Social Sciences Pub Date : 2020-11-16 DOI: 10.1186/s40461-020-00101-z
Laura Getz, Karin Langenkamp, Bodo Rödel, Kerstin Taufenbach, Meike Weiland
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引用次数: 1
Does tertiary vocational education beat academic education? A matching analysis of young men’s earnings developments 高等职业教育胜过学历教育吗?年轻人收入发展的匹配分析
IF 1.3 Q2 Social Sciences Pub Date : 2020-11-16 DOI: 10.1186/s40461-020-00104-w
Veronika Lukesch, Thomas Zwick

This paper shows that young men who completed an apprenticeship education plus a tertiary vocational education have considerably higher earnings during the first half of their career than those who obtained an academic education in addition to their apprenticeship education. We match employees with a tertiary vocational and an academic education based on their labour market experience and their individual and employer characteristics during their formative apprenticeship training years in which they presumably decided on their further education track. Then we compare the earnings developments in both groups of the matched sample during their tertiary education phase and after its completion for maximally 16 years after apprenticeship completion. We use linked employer-employee data of the IAB (LIAB9310).

本文表明,完成学徒教育和高等职业教育的年轻人在其职业生涯的前半段的收入明显高于那些在学徒教育之外接受学术教育的人。我们根据员工的劳动力市场经验,以及他们在学徒培训期间的个人和雇主特征,为他们匹配高等职业教育和学术教育。在学徒培训期间,他们可能决定了自己的进一步教育方向。然后,我们比较了两组匹配样本在高等教育阶段和完成学徒后最多16年的收入发展情况。我们使用IAB的关联雇主-雇员数据(LIAB9310)。
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引用次数: 3
Evaluating motivational characteristics in vocational music education within the perspective of self-determination theory 自我决定理论视角下职业音乐教育动机特征的评价
IF 1.3 Q2 Social Sciences Pub Date : 2020-11-12 DOI: 10.1186/s40461-020-00098-5
Esa Virkkula
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引用次数: 5
期刊
Empirical Research in Vocational Education and Training
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