Sietse Brands, Maaike D Endedijk, Bas Kollöffel, Elwin R Savelsbergh
{"title":"Exploring professional vision of vet students and tutors: noticing, evaluating and reasoning about practice.","authors":"Sietse Brands, Maaike D Endedijk, Bas Kollöffel, Elwin R Savelsbergh","doi":"10.1007/s12186-025-09375-4","DOIUrl":null,"url":null,"abstract":"<p><p>In dual vocational education and training (VET) programs, students learn across school and work contexts. Educators in both these contexts reside in different socio-cultural practices and can have different or even contradicting views on practice, influencing their guidance. In this study, we used the concept of professional vision to explore differing views on practice between participants with various educational roles, namely students, school teachers and workplace supervisors. In total, 11 students, 11 school teachers and seven workplace supervisors were asked to view the same set of five videos showing apprentices in the domain of underground infrastructure performing domain-specific tasks. Participants were asked to explain what they noticed in the videos and evaluate the apprentices' performance. The data analysis consisted of a mixed-method approach. We quantitatively compared how educational roles viewed and evaluated task performance, followed by a qualitative ventriloquial analysis of their reasoning. Our findings highlight the diversity in professional vision among participants. Participants focused on different elements of practice, evaluated the same elements differently and showed variations in their reasoning. However, this could only be partly explained by their educational role. These findings suggest a need to prepare VET students for the different views of practice they will encounter during their careers, ultimately forming their well-founded professional vision.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"18 1","pages":"20"},"PeriodicalIF":1.8000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12276108/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vocations and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12186-025-09375-4","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/7/19 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In dual vocational education and training (VET) programs, students learn across school and work contexts. Educators in both these contexts reside in different socio-cultural practices and can have different or even contradicting views on practice, influencing their guidance. In this study, we used the concept of professional vision to explore differing views on practice between participants with various educational roles, namely students, school teachers and workplace supervisors. In total, 11 students, 11 school teachers and seven workplace supervisors were asked to view the same set of five videos showing apprentices in the domain of underground infrastructure performing domain-specific tasks. Participants were asked to explain what they noticed in the videos and evaluate the apprentices' performance. The data analysis consisted of a mixed-method approach. We quantitatively compared how educational roles viewed and evaluated task performance, followed by a qualitative ventriloquial analysis of their reasoning. Our findings highlight the diversity in professional vision among participants. Participants focused on different elements of practice, evaluated the same elements differently and showed variations in their reasoning. However, this could only be partly explained by their educational role. These findings suggest a need to prepare VET students for the different views of practice they will encounter during their careers, ultimately forming their well-founded professional vision.
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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