Pub Date : 2023-02-24DOI: 10.1080/13639080.2023.2184466
S. Pearson, C. Lindsay, E. Batty, A. Cullen, William Eadson
ABSTRACT As policymakers consider how best to respond to increased labour market volatility in post-Covid-19 economies, there is concern that vulnerable groups such as lone parents may be left behind, and consensus that we need to develop more responsive and person-centred approaches to employability. Drawing on Cottam’s (2011, 2018) work on ‘relational welfare’, and the principles of the capabilities approach that underly it, this article discusses the experiences of unemployed lone parents and stakeholders involved in an innovative employability initiative operating across five localities in Scotland. We argue that relational approaches are valuable in supporting such vulnerable jobseekers to achieve outcomes that they have reason to value in terms of employability, learning, wellbeing and relationships (with balancing work and family relationships of particular importance for lone parents). We also discuss facilitators of, and challenges for, relational approaches to employability before identifying lessons for future policy.
{"title":"Relational approaches to employability","authors":"S. Pearson, C. Lindsay, E. Batty, A. Cullen, William Eadson","doi":"10.1080/13639080.2023.2184466","DOIUrl":"https://doi.org/10.1080/13639080.2023.2184466","url":null,"abstract":"ABSTRACT As policymakers consider how best to respond to increased labour market volatility in post-Covid-19 economies, there is concern that vulnerable groups such as lone parents may be left behind, and consensus that we need to develop more responsive and person-centred approaches to employability. Drawing on Cottam’s (2011, 2018) work on ‘relational welfare’, and the principles of the capabilities approach that underly it, this article discusses the experiences of unemployed lone parents and stakeholders involved in an innovative employability initiative operating across five localities in Scotland. We argue that relational approaches are valuable in supporting such vulnerable jobseekers to achieve outcomes that they have reason to value in terms of employability, learning, wellbeing and relationships (with balancing work and family relationships of particular importance for lone parents). We also discuss facilitators of, and challenges for, relational approaches to employability before identifying lessons for future policy.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48258463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/13639080.2023.2174959
N. Basnet, M. Timmerman, J. van der Linden
ABSTRACT Young people’s choices and decisions during their education to work transition reflect their perceptions about work. Empirical studies of these perceptions of young rural-urban migrants are limited. This article explores the perceptions of young rural-urban migrants working at call centres in Kathmandu and the way these perceptions are associated with socio-cultural values and beliefs. The dominant perceptions found among young rural-urban migrants were that their job in a call centre served for skills development, financial needs, and as a temporary solution. Even though the centre was a fun place to work, there was little indication that young people saw this job as a ‘career’ The perceptions reveal a strong relation with socio-cultural values and beliefs influencing young people’s choices and decision making in their education to work transition in this context.
{"title":"‘I need to switch the job’. Young rural-urban migrants’ perceptions about their job during their education to work transition","authors":"N. Basnet, M. Timmerman, J. van der Linden","doi":"10.1080/13639080.2023.2174959","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174959","url":null,"abstract":"ABSTRACT Young people’s choices and decisions during their education to work transition reflect their perceptions about work. Empirical studies of these perceptions of young rural-urban migrants are limited. This article explores the perceptions of young rural-urban migrants working at call centres in Kathmandu and the way these perceptions are associated with socio-cultural values and beliefs. The dominant perceptions found among young rural-urban migrants were that their job in a call centre served for skills development, financial needs, and as a temporary solution. Even though the centre was a fun place to work, there was little indication that young people saw this job as a ‘career’ The perceptions reveal a strong relation with socio-cultural values and beliefs influencing young people’s choices and decision making in their education to work transition in this context.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1080/13639080.2023.2174955
Hok-Ko Pong, C. Leung
ABSTRACT The aim of this study was to determine the impacts of community service-learning (CSL) on the career adaptability, ethics, and social responsibility of Chinese undergraduate students studying business in Hong Kong. The CSL program was a credit-bearing program lasting two to three months (not less than 80 service hours). In a pre-test-post-test experimental design, students who enrolled in the class were the experimental group (n = 147; 67 male, 80 female) and students who did not enrol in the class were the control group (n = 104; 47 male, 57 female). The students completed the Career Adapt-Abilities Scale (CAAS) China Form and the Perceived Role of Ethics and Social Responsibility Scale (PRESOR) before and after the CSL program. At pre-test there were no significant differences between the two groups in CAAS or PRESOR scores. However, at post-test, mixed Group x Time ANOVAs showed that students in the experimental group had greater increases in career adaptability (including concern, control, curiosity, and confidence) and perceived role of ethics and social responsibility (including stockholder and stakeholder view), than those in the control group. The results show that CSL has positive impacts on students’ career adaptability, ethics, and social responsibility.
{"title":"The impacts of community-service learning on career adaptability and on ethics and social responsibility of university students: an experimental study","authors":"Hok-Ko Pong, C. Leung","doi":"10.1080/13639080.2023.2174955","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174955","url":null,"abstract":"ABSTRACT The aim of this study was to determine the impacts of community service-learning (CSL) on the career adaptability, ethics, and social responsibility of Chinese undergraduate students studying business in Hong Kong. The CSL program was a credit-bearing program lasting two to three months (not less than 80 service hours). In a pre-test-post-test experimental design, students who enrolled in the class were the experimental group (n = 147; 67 male, 80 female) and students who did not enrol in the class were the control group (n = 104; 47 male, 57 female). The students completed the Career Adapt-Abilities Scale (CAAS) China Form and the Perceived Role of Ethics and Social Responsibility Scale (PRESOR) before and after the CSL program. At pre-test there were no significant differences between the two groups in CAAS or PRESOR scores. However, at post-test, mixed Group x Time ANOVAs showed that students in the experimental group had greater increases in career adaptability (including concern, control, curiosity, and confidence) and perceived role of ethics and social responsibility (including stockholder and stakeholder view), than those in the control group. The results show that CSL has positive impacts on students’ career adaptability, ethics, and social responsibility.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45048093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/13639080.2023.2174954
O. Doherty, S. Stephens
ABSTRACT This paper explores the implications for higher education of the emergence of new industries, driven by technological changes. The pace of technology-driven changes creates significant challenges for the alignment between the skill needs of industry and provision by higher education. Drawing on concepts from neo-correspondence theory, we examine the emergence of the FinTech sector. We present data from two structured interviews with 28 employers based in Ireland. What emerges from this study, is that the type and level of skills required by industry is changing faster than ever before. The level of competence required in hard skills is decreasing, as in-house training and continuous professional development requirements increase. However, there is a greater expectation that graduates will have advanced soft skills. Skill shortages exist, not because of poor industry-higher education relationships but because of a lack of understanding of employers’ perceptions, preferences, and expectations.
{"title":"Hard and soft skill needs: higher education and the Fintech sector","authors":"O. Doherty, S. Stephens","doi":"10.1080/13639080.2023.2174954","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174954","url":null,"abstract":"ABSTRACT This paper explores the implications for higher education of the emergence of new industries, driven by technological changes. The pace of technology-driven changes creates significant challenges for the alignment between the skill needs of industry and provision by higher education. Drawing on concepts from neo-correspondence theory, we examine the emergence of the FinTech sector. We present data from two structured interviews with 28 employers based in Ireland. What emerges from this study, is that the type and level of skills required by industry is changing faster than ever before. The level of competence required in hard skills is decreasing, as in-house training and continuous professional development requirements increase. However, there is a greater expectation that graduates will have advanced soft skills. Skill shortages exist, not because of poor industry-higher education relationships but because of a lack of understanding of employers’ perceptions, preferences, and expectations.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45391810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/13639080.2023.2174958
M. Brockmann, Rob Smith
ABSTRACT In England, a new model of apprenticeship was initiated in whose stated intention was to ‘put employers in the driving seat’. Regulation of the new model was focused on the mandatory 20% of apprentices’ work time allocated to off-the-job training offered by colleges and other training providers. Based on case studies of employers and training providers across a range of industry sectors, this paper brings together data from two projects researching the on-the-job and off-the-job training elements of the new model. Three contrasting modes of apprenticeship emerged: developing apprentices to become experts in an industry-wide community of practice; apprenticeship as staff development; and apprenticeship as income stream. These resulted from different forms of employer-provider collaboration, enabled through a marketized landscape of training providers, and flexibility in regulations that requires very little of employers. Utilising Fuller and Unwin’s work on expansive and restrictive environments, we found that that the new model supports a range of apprenticeships some being excellent but also others that are not worthy of the me. The paper concludes that quality apprenticeships tended to be in traditional industries and relied on strong partnerships between employers and training providers that worked against the grain of competitive market relations.
{"title":"‘Invested’ partnerships as key to high quality apprenticeship programmes as evidenced in on and off the job training","authors":"M. Brockmann, Rob Smith","doi":"10.1080/13639080.2023.2174958","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174958","url":null,"abstract":"ABSTRACT In England, a new model of apprenticeship was initiated in whose stated intention was to ‘put employers in the driving seat’. Regulation of the new model was focused on the mandatory 20% of apprentices’ work time allocated to off-the-job training offered by colleges and other training providers. Based on case studies of employers and training providers across a range of industry sectors, this paper brings together data from two projects researching the on-the-job and off-the-job training elements of the new model. Three contrasting modes of apprenticeship emerged: developing apprentices to become experts in an industry-wide community of practice; apprenticeship as staff development; and apprenticeship as income stream. These resulted from different forms of employer-provider collaboration, enabled through a marketized landscape of training providers, and flexibility in regulations that requires very little of employers. Utilising Fuller and Unwin’s work on expansive and restrictive environments, we found that that the new model supports a range of apprenticeships some being excellent but also others that are not worthy of the me. The paper concludes that quality apprenticeships tended to be in traditional industries and relied on strong partnerships between employers and training providers that worked against the grain of competitive market relations.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48802928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1080/13639080.2023.2174956
Maria Adamuti-Trache, Y. Zhang
ABSTRACT Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is strongly affected by student educational expectations and actual attainment by age 26. The study findings indicate that higher educational attainment leads to stability in occupational expectations and higher prestige scores of the intended occupations. Females are more likely than males to have higher occupational expectations. Academic self-efficacy and self-regulatory behaviours during secondary education lead to higher occupational expectations, as does an understanding of employment barriers. Non-college-bound youth and postsecondary non-completers experience a higher drop in occupational expectations over time which could reveal unrealistic career plans.
{"title":"Uncertainty and change in American youth occupational expectations","authors":"Maria Adamuti-Trache, Y. Zhang","doi":"10.1080/13639080.2023.2174956","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174956","url":null,"abstract":"ABSTRACT Grounded in Social Cognitive Career Theory (SCCT), this study contributes to empirical efforts to understand factors affecting the career-development process of American youth by focusing on change in occupational expectations between age 16 and 26. The study is based on the secondary analysis of longitudinal data from the Education Longitudinal Study of 2002. The main result is that occupational expectations decrease over time, and the change is strongly affected by student educational expectations and actual attainment by age 26. The study findings indicate that higher educational attainment leads to stability in occupational expectations and higher prestige scores of the intended occupations. Females are more likely than males to have higher occupational expectations. Academic self-efficacy and self-regulatory behaviours during secondary education lead to higher occupational expectations, as does an understanding of employment barriers. Non-college-bound youth and postsecondary non-completers experience a higher drop in occupational expectations over time which could reveal unrealistic career plans.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-05DOI: 10.1080/13639080.2023.2174957
Eva Klope, Maria Hedlin
ABSTRACT In the hairdressing occupation emotional labour has often come to overshadow other vocational skills. The present study, using ethnographic methods, explores how students and teachers in vocational education and training (VET) for hairdressers in Sweden describe and explain the emotional labour being carried out when a hairdresser perform good service. The results show that to look happy and smile has a central position in students’ and VET teachers’ descriptions of how an ideal service worker is expected to act. A positive attitude and a special voice are other signs that characterise the hairdresser who provides good service. The happy ideal is both reproduced and challenged from students in the hairdresser education. One conclusion is that an ideal service worker reinforces femininity norms to act as a professional, which is in line with the requirements of the hairdresser education and the customer’s and employers’ expectations. At the same time, the happy ideal limits students’ opportunities to challenge and question prevailing power structures, which is also part of the Swedish upper secondary school mission.
{"title":"Always happy: an ideal is reproduced and challenged in hairdresser vocational education and training","authors":"Eva Klope, Maria Hedlin","doi":"10.1080/13639080.2023.2174957","DOIUrl":"https://doi.org/10.1080/13639080.2023.2174957","url":null,"abstract":"ABSTRACT In the hairdressing occupation emotional labour has often come to overshadow other vocational skills. The present study, using ethnographic methods, explores how students and teachers in vocational education and training (VET) for hairdressers in Sweden describe and explain the emotional labour being carried out when a hairdresser perform good service. The results show that to look happy and smile has a central position in students’ and VET teachers’ descriptions of how an ideal service worker is expected to act. A positive attitude and a special voice are other signs that characterise the hairdresser who provides good service. The happy ideal is both reproduced and challenged from students in the hairdresser education. One conclusion is that an ideal service worker reinforces femininity norms to act as a professional, which is in line with the requirements of the hairdresser education and the customer’s and employers’ expectations. At the same time, the happy ideal limits students’ opportunities to challenge and question prevailing power structures, which is also part of the Swedish upper secondary school mission.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41400356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.1080/13639080.2023.2167955
Gary Chapman, Washad Emambocus, Demola Obembe
ABSTRACT Higher education students are required to demonstrate value beyond their curricula achievements to secure jobs in increasingly competitive labour markets. Focusing on extracurricular activities as one-way students can do so, this paper uses a motivation perspective to examine what drives students to engage in extracurricular activities, and how student motivation varies between early and late-stage students. We conducted 46 in-depth interviews with students in a post-92 widening-participation university and found that four motivations – extrinsic, intrinsic, social, and pro-social – explained extracurricular participation. The motivations varied across types of extracurricular activities; extrinsic motivation was prominent for employment, academic, society and volunteering extracurriculars; intrinsic and social motivations were vital for sports and societies; and pro-social motivation for academic, volunteering, and society extracurriculars. Moreover, we found important differences between the motivations of early-year and final-year students, suggesting that motivations vary across the university journey. Our paper contributes to the literature on extracurricular activities within higher education by providing new evidence on the motivations that propel students to engage in (different) activities in the current marketised higher education environment and by identifying the level of study as an important boundary condition shaping motivations for extracurricular participation.
{"title":"Higher education student motivations for extracurricular activities: evidence from UK universities","authors":"Gary Chapman, Washad Emambocus, Demola Obembe","doi":"10.1080/13639080.2023.2167955","DOIUrl":"https://doi.org/10.1080/13639080.2023.2167955","url":null,"abstract":"ABSTRACT Higher education students are required to demonstrate value beyond their curricula achievements to secure jobs in increasingly competitive labour markets. Focusing on extracurricular activities as one-way students can do so, this paper uses a motivation perspective to examine what drives students to engage in extracurricular activities, and how student motivation varies between early and late-stage students. We conducted 46 in-depth interviews with students in a post-92 widening-participation university and found that four motivations – extrinsic, intrinsic, social, and pro-social – explained extracurricular participation. The motivations varied across types of extracurricular activities; extrinsic motivation was prominent for employment, academic, society and volunteering extracurriculars; intrinsic and social motivations were vital for sports and societies; and pro-social motivation for academic, volunteering, and society extracurriculars. Moreover, we found important differences between the motivations of early-year and final-year students, suggesting that motivations vary across the university journey. Our paper contributes to the literature on extracurricular activities within higher education by providing new evidence on the motivations that propel students to engage in (different) activities in the current marketised higher education environment and by identifying the level of study as an important boundary condition shaping motivations for extracurricular participation.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.1080/13639080.2023.2167953
Richard Poole, F. Cook, Stuart Sims, J. Brindley
ABSTRACT This study explores the lived experience of apprentices on a degree-level programme and their perceptions of how elements of apprenticeship study that aren’t components of traditional degree study – i.e. off-the-job training – impact their learner journey. This article undertakes a thematic analysis following qualitative interviews with eleven apprentices, who are early-career academic professionals nearing the end of their apprenticeships. Key findings offer a mixed picture, and suggest that the study habits and preferences of apprentices are personal to individuals and are impacted on by employment workload and access to off-the-job study time. Apprentices indicate that many factors encroach on their ability to utilise the allocated off-the-job study time, primarily the ability to be released from employed work and conflicting priorities around meeting study, business, and personal needs. Apprentices suggest that in reality it is almost impossible for them to spend 20% of their working time on their studies. Recommendations are offered to both institutions and individuals, regarding the need for sound dialogue and the removal of barriers to ensure that apprentices can meet the contractual requirements of apprenticeship study.
{"title":"Challenges, barriers and strategies for engaging in level 7 apprenticeship studies","authors":"Richard Poole, F. Cook, Stuart Sims, J. Brindley","doi":"10.1080/13639080.2023.2167953","DOIUrl":"https://doi.org/10.1080/13639080.2023.2167953","url":null,"abstract":"ABSTRACT This study explores the lived experience of apprentices on a degree-level programme and their perceptions of how elements of apprenticeship study that aren’t components of traditional degree study – i.e. off-the-job training – impact their learner journey. This article undertakes a thematic analysis following qualitative interviews with eleven apprentices, who are early-career academic professionals nearing the end of their apprenticeships. Key findings offer a mixed picture, and suggest that the study habits and preferences of apprentices are personal to individuals and are impacted on by employment workload and access to off-the-job study time. Apprentices indicate that many factors encroach on their ability to utilise the allocated off-the-job study time, primarily the ability to be released from employed work and conflicting priorities around meeting study, business, and personal needs. Apprentices suggest that in reality it is almost impossible for them to spend 20% of their working time on their studies. Recommendations are offered to both institutions and individuals, regarding the need for sound dialogue and the removal of barriers to ensure that apprentices can meet the contractual requirements of apprenticeship study.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1080/13639080.2023.2167956
S. Antera
ABSTRACT Experiencing a teacher shortage, Sweden has allowed vocational teachers to gain employment without teaching qualifications. In this context, a population of non-qualified vocational teachers has emerged, a group of people rarely captured by national statistics and previous research. This study aims to shed light on the profile of non-qualified vocational teachers. By highlighting the potential differences between qualified and non-qualified teachers, with reference to competence, this study identifies competence they perceive as important (importance scale), as well as competence they think they have developed during their work (achievement scale). The data collection was realised with a questionnaire, focusing on a 27-item competence set that teachers evaluated. According to findings and concerning importance, statistically significant differences were found for nine items, with the majority of them being direct learning outcomes of formal teacher education. Regarding achieved competence, statistically significant differences were reported for 17 items. Non-qualified teachers evaluated these items lower than qualified ones, showing that they perceive these competencies as underdeveloped. In conclusion, non-qualified vocational teachers expressed underdeveloped competence in comparison to qualified, which can have implications in the formation of their teacher identity and the values they promote to their students.
{"title":"Competence importance and acquisition: comparing qualified and non-qualified vocational teachers","authors":"S. Antera","doi":"10.1080/13639080.2023.2167956","DOIUrl":"https://doi.org/10.1080/13639080.2023.2167956","url":null,"abstract":"ABSTRACT Experiencing a teacher shortage, Sweden has allowed vocational teachers to gain employment without teaching qualifications. In this context, a population of non-qualified vocational teachers has emerged, a group of people rarely captured by national statistics and previous research. This study aims to shed light on the profile of non-qualified vocational teachers. By highlighting the potential differences between qualified and non-qualified teachers, with reference to competence, this study identifies competence they perceive as important (importance scale), as well as competence they think they have developed during their work (achievement scale). The data collection was realised with a questionnaire, focusing on a 27-item competence set that teachers evaluated. According to findings and concerning importance, statistically significant differences were found for nine items, with the majority of them being direct learning outcomes of formal teacher education. Regarding achieved competence, statistically significant differences were reported for 17 items. Non-qualified teachers evaluated these items lower than qualified ones, showing that they perceive these competencies as underdeveloped. In conclusion, non-qualified vocational teachers expressed underdeveloped competence in comparison to qualified, which can have implications in the formation of their teacher identity and the values they promote to their students.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44843615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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