Vocations and Learning最新文献_第4页

Factors Explaining Workplace Learning of Turkish Research Assistants 解释土耳其研究助理工作场所学习的因素

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-04-22 DOI: 10.1007/s12186-023-09320-3

M. F. Alkan, Esma Emmioğlu-Sarıkaya

引用次数: 0

Explaining skills of prospective teachers – Findings from a simulation study 未来教师的解释技能——模拟研究结果

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-04-05 DOI: 10.1007/s12186-023-09319-w

S. Findeisen, Juergen Seifried

引用次数: 0

Environmental Factors Affecting Training Transfer Among the Instructors 影响教官培训转移的环境因素

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-03-20 DOI: 10.1007/s12186-023-09317-y

Anup Bhurtel, Prakash C Bhattarai

引用次数: 0

A Social Regulation Perspective on Team Reflexivity: The Development of an Analytical Framework 团队反身性的社会规制视角:一个分析框架的发展

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-03-15 DOI: 10.1007/s12186-023-09315-0

M. Wijga, M. Endedijk, B. Veldkamp

引用次数: 0

The Role of Verbal Peer Feedback in the Police: A Scoping Review 言语同伴反馈在警察中的作用:范围检讨

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-03-14 DOI: 10.1007/s12186-023-09316-z

Olav Dahl, M. Damen, Brita Bjørkelo, Camilla Pellegrini Meling, M. Jensen

引用次数: 0

Learning to Become Professional in Policing: From Artisan to Professional 学习成为专业的警察:从工匠到专业

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-03-13 DOI: 10.1007/s12186-023-09311-4

Cheryl Ryan, T. Ollis

引用次数: 0

The professional bodies of VET teachers in the context of simulation-based training for vocational learning 职业教育培训教师的专业团体在职业学习模拟训练的背景下

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-03-08 DOI: 10.1007/s12186-023-09312-3

S. Ahn, S. Nyström

引用次数: 1

How does the learning environment support vocational student learning of domain-general competencies? 学习环境如何支持职业学生学习领域综合能力？

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-01-01 Epub Date: 2023-04-06 DOI: 10.1007/s12186-023-09318-x

Sami Löfgren, Liisa Ilomäki, Jari Lipsanen, Auli Toom

{"title":"How does the learning environment support vocational student learning of domain-general competencies?","authors":"Sami Löfgren, Liisa Ilomäki, Jari Lipsanen, Auli Toom","doi":"10.1007/s12186-023-09318-x","DOIUrl":"10.1007/s12186-023-09318-x","url":null,"abstract":"Studies and policy reports worldwide argue that a modern employee must possess domain-general competencies to become employed. However, competency studies within upper-secondary initial vocational education and training are scarce. Therefore, this study aimed to scrutinise this topic and examined how the experienced learning environment contributes to student learning of competencies. Study participants were students in automotive engineering, mechanical and metal engineering, electrical and automation engineering and building service technology. The data were collected with an online questionnaire and analysed statistically using structural equation modelling. The research findings indicate firstly that eight competency domains could be recognised: work organisation, cooperation ability, professional attitude, problem solving, willingness to learn, active listening, empathy and assertiveness. Secondly, students' experienced learning environment was characterised by social support and recognition provided by educators, equal treatment between students and a positive climate for learning. Thirdly, the quality of the experienced learning environment contributed to learning of competencies. The research findings enhance the scientific and societal discussion about vocational graduate competencies and to what extent the experienced learning environment contributes to the learning of competencies.Supplementary information: The online version contains supplementary material available at 10.1007/s12186-023-09318-x.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 2","pages":"343-369"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10078010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9566543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The school-life balance effect on acquiring cross-disciplinary competences in VET: disruption or continuity during COVID-19? 学校-生活平衡对获得VET跨学科能力的影响：新冠肺炎期间的中断还是持续？

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-01-01 Epub Date: 2023-03-13 DOI: 10.1007/s12186-023-09314-1

Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero

{"title":"The school-life balance effect on acquiring cross-disciplinary competences in VET: disruption or continuity during COVID-19?","authors":"Angelina Sánchez-Martí, Anna Ciraso-Calí, Héctor Fernández-Sequi, Pilar Pineda-Herrero","doi":"10.1007/s12186-023-09314-1","DOIUrl":"10.1007/s12186-023-09314-1","url":null,"abstract":"Considering that teleworking and online training are on the rise following the pandemic, studying how school-life balance affects the development of VET competences in online learning during COVID-19 can provide relevant information to enhance educational equity in the future. A longitudinal study was conducted employing an on-line questionnaire to meet the following aims: to explore the development of cross-disciplinary competences in VET during COVID-19; to identify different students' profiles according to their school-life balance during the pandemic; and, to analyse whether the school-life balance was affecting competency development and propose improvements to training as a result. Results show that cross-disciplinary competences did not undergo important changes between the pre-pandemic scenario and during it, except for a decrease in metacognitive self-regulation. Similarly, most students reported having spent the same time studying before and during the pandemic. However, three main profiles of students are revealed, highlighting certain school-life imbalances. While all agree that remote teaching was critical in coping with the situation, differences were found by age and gender, with some participants experiencing more challenging situations. These results provide a fertile context for VET designers and teachers to generate new learning scenarios that meet all students' potential needs.Supplementary information: The online version contains supplementary material available at 10.1007/s12186-023-09314-1.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 2","pages":"207-226"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10009834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9571935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace. 个性、情绪和情境特征如何影响职场社交互动中的学习。

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-01-01 DOI: 10.1007/s12186-022-09303-w

Tamara Vanessa Leiß, Andreas Rausch

{"title":"How Personality, Emotions and Situational Characteristics Affect Learning from Social Interactions in the Workplace.","authors":"Tamara Vanessa Leiß, Andreas Rausch","doi":"10.1007/s12186-022-09303-w","DOIUrl":"https://doi.org/10.1007/s12186-022-09303-w","url":null,"abstract":"The present study examines the effects of social interactions' situational characteristics, emotions, and personality on self-perceived learning from social interactions at work based on diary and survey data. The sample comprises 43 German vocational education and training (VET) trainees in various apprenticeship programs. During the diary period of ten working days, the participants were instructed to record five typical social interactions at work every day. Quantitative data of 1,328 social interactions were analyzed by means of multilevel analysis. Regarding social interactions' characteristics, the analysis revealed the baseline level of instrumentality, an interruption of the social interaction, its instrumentality and questions asked by the trainee during the interaction as positive predictors of self-perceived learning. A trainee's higher speech proportion, however, was a negative predictor. Regarding state emotions, the emotional experiences of bored and motivated were identified as significant positive predictors of learning from social interactions at work. Emotions' baseline level as well as personality traits had no significant influence. The results indicate that social interactions' situational characteristics have the biggest influence on self-perceived learning from social interactions.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 1","pages":"73-97"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9647763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9306924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0