Pub Date : 2023-01-01Epub Date: 2023-04-06DOI: 10.1007/s12186-023-09318-x
Sami Löfgren, Liisa Ilomäki, Jari Lipsanen, Auli Toom
Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.
Supplementary information: The online version contains supplementary material available at 10.1007/s12186-023-09318-x.
{"title":"How does the learning environment support vocational student learning of domain-general competencies?","authors":"Sami Löfgren, Liisa Ilomäki, Jari Lipsanen, Auli Toom","doi":"10.1007/s12186-023-09318-x","DOIUrl":"10.1007/s12186-023-09318-x","url":null,"abstract":"<p><p>Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12186-023-09318-x.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10078010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9566543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01Epub Date: 2023-03-13DOI: 10.1007/s12186-023-09314-1
Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero
Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs.
Supplementary information: The online version contains supplementary material available at 10.1007/s12186-023-09314-1.
{"title":"The school-life balance effect on acquiring cross-disciplinary competences in VET: disruption or continuity during COVID-19?","authors":"Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero","doi":"10.1007/s12186-023-09314-1","DOIUrl":"10.1007/s12186-023-09314-1","url":null,"abstract":"<p><p>Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12186-023-09314-1.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10009834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9571935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1007/s12186-022-09303-w
Tamara Vanessa Leiß, Andreas Rausch
The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions.
{"title":"How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace.","authors":"Tamara Vanessa Leiß, Andreas Rausch","doi":"10.1007/s12186-022-09303-w","DOIUrl":"https://doi.org/10.1007/s12186-022-09303-w","url":null,"abstract":"<p><p>The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9647763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9306924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1007/s12186-023-09313-2
Enni Paul
At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening 'naturally' while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.
{"title":"'The wrong' kind of students or 'Santa's workshop'? Teaching practices for newly arrived migrant students in Swedish upper secondary VET.","authors":"Enni Paul","doi":"10.1007/s12186-023-09313-2","DOIUrl":"https://doi.org/10.1007/s12186-023-09313-2","url":null,"abstract":"<p><p>At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening 'naturally' while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995724/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9310794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1007/s12186-022-09306-7
Chieh-Peng Lin, Pin-Hsuan Chiang
{"title":"Increasing the Vocational Focus of Knowledge Application in Teams: A Perspective of Team Learning and Industry Clusters","authors":"Chieh-Peng Lin, Pin-Hsuan Chiang","doi":"10.1007/s12186-022-09306-7","DOIUrl":"https://doi.org/10.1007/s12186-022-09306-7","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48470088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1007/s12186-022-09305-8
S. Schneider, Antje Wessels, M. Pilz
{"title":"Theory and Practice of Teaching and Learning in the Classroom – Lessons from Indian Industrial Training Institutes","authors":"S. Schneider, Antje Wessels, M. Pilz","doi":"10.1007/s12186-022-09305-8","DOIUrl":"https://doi.org/10.1007/s12186-022-09305-8","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45888605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-05DOI: 10.1007/s12186-022-09304-9
D. Froehlich, I. Raemdonck, Simon Beausaert
{"title":"Resources to Increase Older Workers’ Motivation and Intention to Learn","authors":"D. Froehlich, I. Raemdonck, Simon Beausaert","doi":"10.1007/s12186-022-09304-9","DOIUrl":"https://doi.org/10.1007/s12186-022-09304-9","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1007/s12186-022-09300-z
Hilde Hiim
{"title":"How Can Collaboration between Schools and Workplaces Contribute to Relevant Vocational Education?","authors":"Hilde Hiim","doi":"10.1007/s12186-022-09300-z","DOIUrl":"https://doi.org/10.1007/s12186-022-09300-z","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42284219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-12DOI: 10.1007/s12186-022-09302-x
Daniel P. Köhler, A. Rausch
{"title":"Correction to: Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments","authors":"Daniel P. Köhler, A. Rausch","doi":"10.1007/s12186-022-09302-x","DOIUrl":"https://doi.org/10.1007/s12186-022-09302-x","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49189649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}