Nordic Journal of Vocational Education and Training最新文献_第5页

Transfer and reflection in the Danish dual model: Findings from development projects in the Danish vocational education and training programmes 丹麦双重模式的转移和反思:丹麦职业教育和培训方案发展项目的结果

Nordic Journal of Vocational Education and Training Pub Date : 2019-09-23 DOI: 10.3384/njvet.2242-458x.199251

A. Louw, N. Katznelson

{"title":"Transfer and reflection in the Danish dual model: Findings from development projects in the Danish vocational education and training programmes","authors":"A. Louw, N. Katznelson","doi":"10.3384/njvet.2242-458x.199251","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.199251","url":null,"abstract":"This article deals with the question about transfer between school and work in the Danish dual vocational education and training (VET) model. The article is based on an evaluation of 21 development projects carried out by VET teachers and internship supervisors aimed at improving the connections between school and internship periods. The evaluation provides a case for discussing the students’ connections making and the function of the Danish dual model on a general level at the end of the article. Connections between school and work in VET relying on the dual model are of great importance. They help the students create a sense of coherence in their education and support transfer of learning from one setting to another. Nevertheless, these connections are not easily established. The central point of this article is that the task of establishing these connections is too often individualised, making the student responsible for a successful establishment of an internship connection, rather than having that task dealt with at the institutional level. The article argues that when connections are established at an institutional level it helps VET students create a sense of coherence in their education. For instance, increasing the cooperation between VET teachers and internship supervisors enables students to better reflect upon the connection between the professional experience of their internship and the more general learning obtained at school.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134143550","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}

引用次数: 3

Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training 职业知识整合教学:护理相关职业教育与培训研究综述

Nordic Journal of Vocational Education and Training Pub Date : 2019-09-23 DOI: 10.3384/njvet.2242-458x.199219

M. Christidis

{"title":"Integrated teaching for vocational knowing: A systematic review of research on nursing-related vocational education and training","authors":"M. Christidis","doi":"10.3384/njvet.2242-458x.199219","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.199219","url":null,"abstract":"The aim for this review was to systematize, describe and critically analyse previous research concerning school-based integrated teaching for vocational knowing in nursingrelated training in upper secondary and in higher level education. Searches were conducted in four databases, two specifically for Swedish hits, and two for international hits. Also, search was made in a Nordic journal on vocational education and training. References in included studies were also assessed for further inclusion of studies. Altogether, 14 studies were included and assessed for quality and coherence with GRADE CERQual. Review findings comprised three types of integrated teaching, through embeddedness or streaks, problem-based learning, and between school and workplace; vocational knowing relating to a professional and academic context; and methodological significance for the vocational knowing highlighted in the studies. In conclusion, the methodological approach typically used in the primary studies related to a quantitative approach, which was also discerned as quality measure. The primary studies brought forward a partial understanding of integrated teaching and vocational knowing, which is dependent on the methodological approach. In order to enhance understanding about the research topic, there is a need for more studies on integrated teaching utilizing a qualitative approach.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131931166","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}

引用次数: 1

‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes “人体模型更逼真”:在社会和医疗保健项目的模拟培训中，保真度对学生学习的重要性

Nordic Journal of Vocational Education and Training Pub Date : 2019-09-20 DOI: 10.3384/njvet.2242-458x.19921

Vibe Aarkrog

{"title":"‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes","authors":"Vibe Aarkrog","doi":"10.3384/njvet.2242-458x.19921","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.19921","url":null,"abstract":"The article concerns fidelity in relation to using mannequins in simulation-based training in social- and healthcare education. The article addresses two issues. What influences fidelity, and how does the degree of fidelity influence the students’ learning processes? Simulation-based training is organized in three phases; briefing, scenario, and debriefing. The article focuses on the scenario phase. A central issue in relation to the scenario phase is fidelity; i.e. the degree to which the scenario matches the practice it is intended to simulate. The article deals with the factors that influence the students’ perception of fidelity and with the impact of degree of fidelity on the students’ learning processes. The empirical data include obser-views, combining observations with interviews with students and teachers in social- and healthcare colleges. The analysis shows that a high degree of fidelity simulation in the sense of employing a mannequin has advantages, such as engaging students in learning and enabling them to try out practical skills. Moreover, the degree of fidelity should be adjusted to the students’ practical experiences in order to optimize their learning process. Lower degrees of fidelity may have a positive impact on developing creative thinking and reducing the students’ anxiety. The implication for developing practice is that the social- and healthcare colleges employ a multifaceted approach to fidelity based on ensuring optimal learning conditions for the students. The implication for further research is to specify and systematize the interrelation of learning outcome targets, students’ qualifications and the usages of different degrees of fidelity.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132315069","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}

引用次数: 9

Educational time-out between a rock and a hard place: Vocational students in search of coherent life narratives 在岩石和坚硬的地方之间的教育暂停:职业学生寻找连贯的生活叙事

Nordic Journal of Vocational Education and Training Pub Date : 2019-06-05 DOI: 10.3384/NJVET.2242-458X.1991129

Kaja Reegård

引用次数: 0

Svårigheter i att definiera begreppet kompetens

Nordic Journal of Vocational Education and Training Pub Date : 2019-05-28 DOI: 10.3384/njvet.2242-458x.1991111

Birgit Schaffar

{"title":"Svårigheter i att definiera begreppet kompetens","authors":"Birgit Schaffar","doi":"10.3384/njvet.2242-458x.1991111","DOIUrl":"https://doi.org/10.3384/njvet.2242-458x.1991111","url":null,"abstract":"This article discusses theoretically and philosophically difficulties in defining the notion of competence. ‘Competence’ is a key-concept in today’s educational discussion, where it combines both a psychological meaning of an inner disposition, and a sociological meaning as a category that organises tasks and power-relations in public and private institutions. A short historical overview shows that ‘competence’ has a complex etymology that explains these different layers of possible usages and the different ontological and epistemological assumptions that arise from them. Still, the article argues that an ambiguous notion is not a notion with an indistinct meaning. In concrete situations, ‘competence’ just has different meanings. Inspired by Wittgenstein, the article takes a philosophical view on science and methodology and argues that the strive to define ‘competence’ unequivocally can be understood in different ways. Notions have to be defined unambiguously to make empirical measurements possible. But definitions are running the risk to ignore important meaningful usages for the sake of what is empirically possible to measure and what kind of political interests there are in measuring certain aspects of a complex notions. Finally, it is argued that an ambiguous notion implies risks of undermining critical voices in the discussion about global educational policy.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133233213","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}

引用次数: 6

Att undervisa för utveckling av yrkeskunnande i vård och omsorg

Nordic Journal of Vocational Education and Training Pub Date : 2019-04-15 DOI: 10.3384/NJVET.2242-458X.199166

Eva Eliasson

{"title":"Att undervisa för utveckling av yrkeskunnande i vård och omsorg","authors":"Eva Eliasson","doi":"10.3384/NJVET.2242-458X.199166","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.199166","url":null,"abstract":"The aim of this study was to examine didactic principles in health care teachers’ description of their teaching practices, and how these principles were intertwined with vocational knowledge. In addition, characteristics of a health-care didactical approach were explored. Theoretical framework was based on Vygotsky’s sociocultural perspective and Lave and Wenger’s situated learning. 17 health-care teachers, working with adolescents or adults, were interviewed. The findings showed that vocational knowledge and didactic principles were often intimately intertwined. Didactic principles were dialogicity, work-links, variation, relational environment and language development. The healthcare didactical approach highlighted the development of students, both as health-care givers and as persons, through interactions with teachers and peers, and the teachers acted as boundary-crossing role models. The health-care didactical approach also involved the students’ language development. Issues that need to be reflected on are if the emphasis on feminine-coded vocational knowledge is too strong in relation to the programme objectives, and if reading and writing as teaching forms are too marginalised.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124402789","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}

引用次数: 1

A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work 招聘人员、媒人、消防员:瑞典职业教师的关系工作

Nordic Journal of Vocational Education and Training Pub Date : 2019-04-15 DOI: 10.3384/NJVET.2242-458X.199189

Å. Mårtensson, Per Andersson, S. Nyström

引用次数: 12

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

Nordic Journal of Vocational Education and Training Pub Date : 2019-03-09 DOI: 10.3384/NJVET.2242-458X.199143

Ellen Beate Hellne-Halvorsen

{"title":"To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen","authors":"Ellen Beate Hellne-Halvorsen","doi":"10.3384/NJVET.2242-458X.199143","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.199143","url":null,"abstract":"The topic of this article is literacy and writing practices in Technical and Vocational Education and Training (TVET). In Norway, TVET is organised as two years in school context followed by two years in enterprise. Based on a socio-cultural theoretical approach, the research question is: How is writing practiced in school and enterprise – as similar or as different practices? Writing skills are integrated in curriculum and part of vocational competences. Teachers and trainers are committed to work with and develop writing skills to students and apprentices. Different contexts may imply different writing practices by transfer and transformation from school to enterprises. My research shows that this is not the case, as writing in both contexts is mainly mediating learning outcomes from the school-based curriculum and not related to writing competences required in work life. The main purpose of writing practices is to assess and control skills and knowledge, related to vocational specific terminology and argumentation. Teachers and trainers appear to be main target group and not writing to different target groups in students´ and apprentices´ future working life as trained workers. These findings also indicate that generic or trans-contextual writing skills are not prioritized in neither of these contexts.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128909544","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}

引用次数: 2

Student engagement at the beginning of vocational studies 学生在职业学习之初的参与度

Nordic Journal of Vocational Education and Training Pub Date : 2019-03-09 DOI: 10.3384/NJVET.2242-458X.199121

Satu Niittylahti, J. Annala, M. Mäkinen

{"title":"Student engagement at the beginning of vocational studies","authors":"Satu Niittylahti, J. Annala, M. Mäkinen","doi":"10.3384/NJVET.2242-458X.199121","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.199121","url":null,"abstract":"This mixed-methods study examined student engagement at the beginning of vocational studies. The focus of the study was on students’ certainty about their career choices, how they experienced the social environment in vocational education and the relationship of these factors to student engagement. Firstly, 364 first-year students (aged 15–17) participated in the quantitative survey. Secondly, 17 students were selected for interviews. According to the results, student engagement at the beginning of vocational studies is related to overcoming uncertainty. In addition, students’ engagement and career choices are strengthened by the support and confirmation they receive, the students’ interest in their studies, their general abilities and their coping skills. Having friends at school diminished feelings of insecurity while co-operating with friends eased their sense of inadequacy. According to the results, teaching and the organisation of schooling may promote or hamper learning and active participation. Therefore, student engagement in vocational education seems to be strengthened through interactions with other students, friends and peers, and the teachers and other adults in the student’s life. This supports a more collective and collaborative view of engagement.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122308761","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}

引用次数: 12

Bedriftenes perspektiver og behov når elevene er i yrkesfaglig praksis 学生参加职业培训计划时企业的观点和需求

Nordic Journal of Vocational Education and Training Pub Date : 2019-03-09 DOI: 10.3384/NJVET.2242-458X.19911

Annemarie Breen, M. C. Rekdahl

{"title":"Bedriftenes perspektiver og behov når elevene er i yrkesfaglig praksis","authors":"Annemarie Breen, M. C. Rekdahl","doi":"10.3384/NJVET.2242-458X.19911","DOIUrl":"https://doi.org/10.3384/NJVET.2242-458X.19911","url":null,"abstract":"Vocational education (VET) requires collaboration between schools and workplaces in order to get a coherent education of good quality. The Norwegian vocational education has a model of four years where students complete two years of education at school, and the remaining two years as an apprenticeship in a company. The subject Vocational indepth learning is introduced to strengthen the transition between school and companies, and gives the students an opportunity to train in companies during the two first years in school. Previous studies show that cooperation between school and companies is random and has potential of improvement. Previous studies focus on the perspective of schools and students. In this article, we enquire the companies’ perspectives and needs. We have investigated the companies’ reasons to receive students and the students influence on the work places. Our findings show that the main motivation for receiving students is to ensure recruitment. We also find that the presence of the students affects the working environment and may lead to higher work satisfaction for the mentors. Within certain areas, the students also contribute to development of the employees.","PeriodicalId":410150,"journal":{"name":"Nordic Journal of Vocational Education and Training","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133916076","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}

引用次数: 1