Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Dinavence Arinaitwe
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引用次数: 15

Abstract

The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

通过职业教师培训机构与工作场所之间的合作促进学习的做法和策略
本研究旨在确定并了解通过职业教育学硕士学位项目、职业教师培训机构和工作场所之间的合作来促进学习的实践和策略。通过深入的半结构化个人访谈和焦点小组访谈,从乌干达中部和东部的管理人员、导师、主管、学生、教师、MVP的官员/经理、两个vti和四个工作场所获得了数据。数据分析基于Engestrom的文化历史活动理论(CHAT),特别是解决人类活动系统内部矛盾的扩张性学习概念。研究结果表明,需要让参与者及时规划和传播活动计划,增加合作活动的持续时间,并让学生参与跟踪MVP活动记录,以培养计划和实施合作活动的机构能力。为了加强机构在协作活动下监督学习的能力,研究结果表明,需要让工作场所导师和辅导员参与MVP的学习,以及联合监督和协作制定监督指南。为了促进合作伙伴之间的沟通,调查结果显示,需要设立一个合作联络人,向合作行为者提供反馈,并就鼓励工作场所参与职业培训的政策提供政府支持。关系问题表明,需要在签署谅解备忘录的基础上启动合作,并组织研讨会和专题讨论会,以装备和指导参与者使用MVP的工作方法和实践。由于活动系统之间的学习文化和传统相互矛盾,一些建议的策略需要在实施之前重新协商系统,特别是大学,以尽量减少进一步的挑战。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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