Workplace Learning Environment and Participation in Work Communities: A Qualitative Comparison of Stayers’ and Leavers’ Perceptions and Experiences

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Evi Schmid, Gøril Stokke Nordlie, Beate Jørstad
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Abstract

In many countries with apprenticeship-based vocational education and training (VET), dropout from apprenticeship training is a major concern. Leaving an apprenticeship early can be problematic, particularly for young people who do not continue their training at another company or in another occupation, and drop out of the education system without obtaining a qualification. Previous research mostly has used a quantitative design focussing mainly on the perspective of apprentices who left training early and on attributes of the individual that may lead to dropout. Drawing on literature on quality of workplace learning environments, this study used a qualitative comparative approach to analyse the workplace learning environment from the perspectives of both young people who left their apprenticeships early and apprentices at the end of their training. The analysis revealed striking differences between the stayers and leavers in terms of two main characteristics of the workplace learning environment. The findings illustrate how being given responsibility can promote professional development and self-confidence, but also can lead to stress, exhaustion and insecurity if an early transfer of responsibility is not accompanied by support and guidance. Furthermore, the findings emphasise the importance of creating safe learning environments in which apprentices experience support and room for making mistakes. The study concludes that future research may include measures related to transfer and fulfilment of responsibility and handling of mistakes in workplaces to gain a more comprehensive understanding of the processes leading to early contract terminations.

工作场所的学习环境与工作社区的参与:在职者和离职者的看法和经历的定性比较
在许多开展以学徒制为基础的职业教育与培训(VET)的国家,学徒培训辍学是一个令人关切的主要问题。提前离开学徒培训可能会带来问题,特别是对于那些没有在其他公司或从事其他职业继续接受培训的年轻人来说,他们会在没有获得资格证书的情况下从教育系统辍学。以往的研究大多采用定量设计,主要侧重于提前离开培训的学徒的视角以及可能导致辍学的个人属性。本研究借鉴了有关工作场所学习环境质量的文献,采用定性比较的方法,从提前离开学徒期的年轻人和培训结束时的学徒的角度分析了工作场所的学习环境。分析结果显示,在职学习环境的两个主要特征方面,在职学习者和离职学习者之间存在显著差异。研究结果表明,承担责任可以促进职业发展和增强自信心,但如果没有相应的支持和指导,责任的提前转移也可能导致压力、疲惫和不安全感。此外,研究结果还强调了创造安全学习环境的重要性,在这样的环境中,学徒可以获得支持,也有犯错的空间。研究得出结论,未来的研究可以包括与工作场所责任转移和履行以及错误处理有关的措施,以便更全面地了解导致提前终止合同的过程。
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来源期刊
Vocations and Learning
Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍: Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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