International Journal for Research in Vocational Education and Training最新文献

{"title":"How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya","authors":"Moses Njenga","doi":"10.13152/ijrvet.10.1.2","DOIUrl":"https://doi.org/10.13152/ijrvet.10.1.2","url":null,"abstract":"Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"25 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88500599","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}

{"title":"Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany","authors":"Stephanie Lutz, Nikola Ebenbeck, Markus Gebhardt","doi":"10.13152/ijrvet.10.1.1","DOIUrl":"https://doi.org/10.13152/ijrvet.10.1.1","url":null,"abstract":"Context: Students with special educational needs in the area of learning (SEN-L) attend vocational trainings to be provided with qualifications for the labor market. Competences in arithmetic operations and comparing quantities such as weights and lengths are indispensable for obtaining a vocational qualification. Therefore, the study investigates whether students with SEN-L in Germany convert job-relevant quantities and master arithmetic operations accurately and with a certain speed before beginning vocational training. Methods: 152 students with SEN-L in pre-vocational training programs in southern Germany were examined using curriculum-related computer tests for formative assessment. Three skill-based tests were constructed as progress monitoring tests comparing weights and lengths and arithmetic operations including a speed component. Results: All newly developed tests meet the requirements of the Rasch model. Students' performance on the lengths test and the weights test correlates with a significant linear relationship (r = 0.64). Only weak correlations (r > 0.29 < 0.45) are found between the performance in the arithmetic operations and the weights and lengths tests. For items in the weights and lengths tests, participants show on average significantly higher probability of solving than in the arithmetic operations test. Furthermore, students with SEN-L show slow processing speed (median processing speed weights test 6.37 seconds, lengths test 6.26 seconds, arithmetic operations test 33.97 seconds on average per item). The students solve more items of the weights and lengths tests correctly than of the operation test (median for weights 25 items, for lengths 24 items, for arithmetic operations 7 items). Conclusion: The majority of the students with SEN-L were not able to solve the expected number of items correctly and show that the participants' accuracy in dealing with arithmetic operations and quantity comparison is low. It can be assumed that this might lead to difficulties in mastering mathematical items in the context of vocational training. This is the case, in particular, where a certain speed is required (fluency). Math instruction in pre-vocational programs needs a stronger focus on building up and expanding arithmetic operations and quantities and has to be complemented by monitoring the learning process of students with SEN-L. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"71 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88514144","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}

{"title":"Sense of Coherence Among Apprentices in Vocational Education and Training in Norway: Exploring General Resistance Resources in Work-Based Learning","authors":"Grete Hanssen, B. K. Utvær","doi":"10.13152/ijrvet.9.3.4","DOIUrl":"https://doi.org/10.13152/ijrvet.9.3.4","url":null,"abstract":"Purpose: In the face of constant and rapid development achieving a work–life balance requires highly qualified and motivated professionals who can deal with stress and the demands of the future. In response, by facilitating school- and work-based learning, upper secondary vocational education and training (VET) prepares and qualifies adolescents for professional practice. In relation to VET, two fundamental salutogenic concepts can explain how humans cope with stressful and demanding situations: Sense of coherence (SOC), which entails comprehensibility, manageability and meaningfulness, and general resistance resources (GRRs), theorised as resources within individuals themselves (i.e., internal) and/or in their surroundings (i.e., external). Against that background, in our study we aimed to identify and explore which GRRs contribute to SOC among apprentices in VET and how they influence work-based learning. Methods: Data were collected from 11 VET student in Norway at three time points—at interviews during their final semester of school-based learning (i.e., spring 2020), at interviews during their work-based learning (i.e., spring 2022) and, for register data, following their completion of trade certificates (i.e., autumn 2022). The students' experiences of work-based learning as apprentices formed the basis of this study's analysis. The stepwise deductive–inductive method was used to generate and analyse the data. Findings: The apprentices' GRRs emerged in emotional, cognitive, physical, professional, social, relational, material and cultural dimensions. Identification and utilisation of GRRs were both individually and socially conditioned. The apprentices were able to identify, both consciously and unconsciously, internal GRRs to further identify external GRRs, and vice versa. Each identified GRR appeared to affect at least one, if not all, of the three components of SOC. Conclusion: Salutogenic VET can provide personal, social, environmental and physical resources (i.e., GRRs) that ensure coherent learning experiences. For that reason, by supporting VET students in identifying GRRs, teachers and supervisors can promote their SOC and work-based learning and thereby prepare them to be highly qualified and motivated professionals. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75334281","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}

{"title":"Profiles in Teachers' Value-Based Tensions in Senior Secondary Vocational Education and Training","authors":"Kennedy Tielman, R. Wesselink, P. D. den Brok, F. Hirzalla","doi":"10.13152/ijrvet.9.3.2","DOIUrl":"https://doi.org/10.13152/ijrvet.9.3.2","url":null,"abstract":"Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET).Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant. Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. \"Professional ethics and stance\" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the topic of multicultural education. Teachers with relaxed profile reported having fewer skills than teachers with medium and reasonably tense profiles. Conclusion: The current study suggests that the culturally diverse student population creates tensions for teachers in SSVET and - depending on the type of profile - for some teachers more than others. The most frequently experienced tension on professional ethics and stance in all profiles confirms that all teachers experience conflicts with regard to their own norms, values and convictions and those of their students on the one hand, and the standards of the labor market with its own specific requirements for professional ethics and stance as a third party on the other. For teacher educators, the profiles can be useful as a reflection tool during study and professional development, as different groups of teachers have been distinguished and some groups need extra training in all the tensions. In SSVET, teachers with the different profiles","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74670402","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}

{"title":"Workplace Learning in China: Transferring Training Into Practice to Improve Performance","authors":"Xingheng Wang, Weihan Lin, Tianwen Xue, A. Green, Limin Gu, Yansheng He, Xiaoshan Huang, Zilu Jin, Yihua Wu","doi":"10.13152/ijrvet.9.3.1","DOIUrl":"https://doi.org/10.13152/ijrvet.9.3.1","url":null,"abstract":"Purpose: The present study seeks to examine the efficacy of different training modalities on increasing workplace learning, representatives' intent to transfer what they learned into their work, and importantly how training impacts actual work performance. These relationships are tested in the context of a Chinese division of a multinational pharmaceutical company, where pharmaceutical representatives are tasked with relaying relevant efficacy and safety information on pharmaceutical products to health care professionals who prescribe them to patients. Methods: The present study employed a three-group between-subjects experimental design. Representatives received varying forms of training (instruction only, instruction plus reflection, and instruction, reflection, plus direct feedback) based on experimental conditions. After three training sessions over the course of six weeks, representatives were assessed on how much they learned in the training and their actual work performance through observer assessment of meetings with health care professionals, facilitated by the representatives. Findings: In this study, it was found that the process of actively reflecting on what was learned in training led to increased learning, as well as increased performance, compared to simply studying the material. However, receiving direct feedback on training performance, combined with active reflection training, did not provide any further benefits in terms of learning or work performance. Notably, there were no differences in intent to transfer learned material to work, as all conditions reported high levels of transfer intention. Conclusion: The finding provides insightful evidence to support the benefits of fostering trainees' active reflections for work-based learning in the Chinese industry training scenario. In contrast, receiving direct comments on how students performed from a manager or trainer, as well as advise on how do better in the future, had no effect on increasing learning or performance. Although the effect of direct feedback is not statistically significant in this context, further research should be done in understanding individuals' thoughts and behaviors when received direct feedbacks received in workplace training. Relatively little workplace research has assessed both workplace learning and performance in the same study, specifically in the Chinese context. While training efficacy likely varies across cultures to begin with, compensation structures in China do not provide the same monetary incentives for workplace learning (i.e. chance to increase income) as Western culture. This means that any way to increase workplace learning should be of extra value, as employees otherwise may not engage in it at all. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82415409","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}

{"title":"Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers","authors":"S. Antera","doi":"10.13152/ijrvet.9.2.6","DOIUrl":"https://doi.org/10.13152/ijrvet.9.2.6","url":null,"abstract":"Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as well as how competence is understood. Approach: The study employs a socio-cultural perspective on learning. Communities of practice establish their regime of competence, a set of principles and expectations that recognise membership. To be competent is translated as understanding the shared enterprise of the community, being capable and allowed to engage in it and, thus, interact with the other members and with the available resources. Hence, what is expected by members to know and to be is defined by the regime of competence and, hence, by the community. Comprised of 14 semi-structured interviews with vocational teachers in different vocational disciplines, employed both in upper secondary and adult education schools, the study adopts a qualitative research strategy. The research material was analysed thematically. Findings: According to findings, important competence comprise of up-to-date vocational competence supporting the performance of vocational teaching, but also interpersonal competence, including good communication and the construction of a close relationship with the students. The student-teacher relationship serves as the basis to match students with their work placement, facilitating higher work-based training quality. Moreover, maintaining a continuous development attitude and openness to critique are crucial for teachers. Finally, teachers approach competence focusing on its relationship to action and performance, while also referring to its situated nature. Therefore, to be competent is understood differently in different practices (teaching and occupational), highlighting the importance of understanding the uniqueness and duality within the regime of competence of vocational teaching.  Conclusion: Teachers have described the importance of competence which was not developed during teacher training. Instead, important competences were often developed in the previous profession or informal teaching activities. Vocational teachers seem to value and utilise their previous occupational worker identities to a high extent. This should be considered when teacher training or in-service training is designed to support individuals in developing their (new) teacher identity. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89645338","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}

{"title":"Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany","authors":"Sebastian Anselmann, Stefan Harm, U. Fasshauer","doi":"10.13152/ijrvet.9.2.5","DOIUrl":"https://doi.org/10.13152/ijrvet.9.2.5","url":null,"abstract":"Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"25 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86377034","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}

{"title":"A Processual Perspective on Whole-Class- Scaffolding in Business Education","authors":"Rico Hermkes, Gerhard Minnameier, Manon Heuer-Kinscher","doi":"10.13152/ijrvet.9.2.4","DOIUrl":"https://doi.org/10.13152/ijrvet.9.2.4","url":null,"abstract":"Context: Scaffolding is a form of process-adaptive learning support that is relevant in numerous contexts, including informal learning, workplace learning as well as school teaching. While scaffolding can be well conceptualised for individual learning situations (especially for tutoring situations), there is a difficulty in measuring process adaptivity in heterogeneous learning groups, such as school classes. Approach: In this paper, we develop a measurement method that targets the deep structure of teaching and learning in whole class settings. Processes of shared knowledge constructions are taken into account, since whole-class-scaffolding (WCS) means to shape and develop common or joint knowledge spaces rather than to scaffold a multitude of individual construction processes at the same time. To achieve a coding procedure for WCS interactions, we integrate scaffolding principles and principles of dialogic teaching and explicated a set of rules that can be correlated to the quality of WCS-episodes rated on distinct Likert scales. Results: The measurement method developed in the paper provides a solution to the problem of how to measure process-adaptive learning support that is not only related to individual learners, but is directed at a heterogeneous group of learners in which different support needs may be present simultaneously. The coding procedure systematically links scaffolding principles and principles of dialogic teaching and enables us to capture the dynamics of teaching and learning processes in larger group settings. In this respect, concepts such as joint- and common space, representing entities to which WCS refers, are operationalised. Conclusions: When methods for measuring the dynamics of teaching and learning processes are available, research on instructional support is no longer limited to global ratings of whole learning units. Furthermore, the codings allow for a more fine-grained analysis of trajectories of scaffolding interactions. Such an analysis reveals information about local specifics of WCS that can explain further learning differences between students and that can be used to derive implications for effective instructional techniques. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"65 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87411984","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}

{"title":"Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System","authors":"Uwe Fassbender","doi":"10.13152/ijrvet.9.2.2","DOIUrl":"https://doi.org/10.13152/ijrvet.9.2.2","url":null,"abstract":"Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system.Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools.Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"107 9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76255772","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}

{"title":"Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland","authors":"Jiri Vilppola, Joni Lämsä, Katja Vähäsantanen, Raija H. Hämäläinen","doi":"10.13152/ijrvet.9.2.1","DOIUrl":"https://doi.org/10.13152/ijrvet.9.2.1","url":null,"abstract":"Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities. Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis. Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies.Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development. ","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90741216","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}