Vocations and Learning最新文献_第5页

'The wrong' kind of students or 'Santa's workshop'? Teaching practices for newly arrived migrant students in Swedish upper secondary VET. “错误的”学生还是“圣诞老人的工作室”?初来乍到的移民学生在瑞典高中VET的教学实践。

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2023-01-01 DOI: 10.1007/s12186-023-09313-2

Enni Paul

{"title":"'The wrong' kind of students or 'Santa's workshop'? Teaching practices for newly arrived migrant students in Swedish upper secondary VET.","authors":"Enni Paul","doi":"10.1007/s12186-023-09313-2","DOIUrl":"https://doi.org/10.1007/s12186-023-09313-2","url":null,"abstract":"At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening 'naturally' while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 1","pages":"157-177"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995724/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9310794","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

Increasing the Vocational Focus of Knowledge Application in Teams: A Perspective of Team Learning and Industry Clusters 提高团队知识应用的职业重心:基于团队学习和产业集群的视角

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-11-24 DOI: 10.1007/s12186-022-09306-7

Chieh-Peng Lin, Pin-Hsuan Chiang

引用次数: 0

Theory and Practice of Teaching and Learning in the Classroom – Lessons from Indian Industrial Training Institutes 课堂教学的理论与实践——来自印度工业培训机构的经验教训

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-11-10 DOI: 10.1007/s12186-022-09305-8

S. Schneider, Antje Wessels, M. Pilz

引用次数: 2

An Integrative Approach to Emotional Agency at Work 工作中情绪代理的综合方法

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-11-05 DOI: 10.1007/s12186-022-09299-3

Päivi Hökkä, Katja Vähäsantanen, Heini Ikävalko

引用次数: 1

Resources to Increase Older Workers’ Motivation and Intention to Learn 提高老年员工学习动机和意愿的资源

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-11-05 DOI: 10.1007/s12186-022-09304-9

D. Froehlich, I. Raemdonck, Simon Beausaert

引用次数: 2

How Can Collaboration between Schools and Workplaces Contribute to Relevant Vocational Education? 学校与工作单位的合作如何促进相关职业教育?

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-10-01 DOI: 10.1007/s12186-022-09300-z

Hilde Hiim

引用次数: 4

Correction to: Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments 更正：通过深思熟虑的实践和渐进的问题解决在工作场所发展专业知识：从企业到企业销售部门的见解

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-09-12 DOI: 10.1007/s12186-022-09302-x

Daniel P. Köhler, A. Rausch

引用次数: 0

Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments 通过刻意练习和逐步解决问题在工作场所发展专业知识:来自企业对企业销售部门的见解

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-09-12 DOI: 10.1007/s12186-022-09301-y

Daniel P. Köhler, Andreas Rausch

{"title":"Expertise Development in the Workplace Through Deliberate Practice and Progressive Problem Solving: Insights from Business-to-Business Sales Departments","authors":"Daniel P. Köhler, Andreas Rausch","doi":"10.1007/s12186-022-09301-y","DOIUrl":"https://doi.org/10.1007/s12186-022-09301-y","url":null,"abstract":"Expertise is featured by continued high performance in a particular domain. Expertise research has primarily focused on absolute expertise in structured domains such as chess and emphasized the significance of deliberate practice for expertise development. We investigated the development of relative expertise in commercial domains as part of ill-structured domains. Due to the ill-structuredness and acknowledging the use of the term expert in organizational practice, we developed a taxonomy to distinguish between four types of experts in the broader sense (relative expert, managerial relative expert, evolved specialist, and native specialist). Eighteen peer-nominated individuals from business-to-business sales departments from four German organizations participated in our interview study. A content analysis was applied using both deductive and inductive categorizations. The interview data clearly corresponds to the concept of progressive problem solving rather than to the concept of deliberate practice. Almost all our respondents referred to either “being thrown in at the deep end” by others (assigned complex tasks) or “jumping in at the deep end” of one’s own accord (self- selected complex tasks). However, the interview partners described features of deliberate practice for novices. In this very early stage of expertise development, more experienced colleagues structure parts of the ill-structured domain and enable deliberate practice while for advanced beginners and later stages expert development rather resembles progressive problem solving. Our results provide implications on how to foster expertise development in ill-structured domains. Possible limitations arise from the small sample, the peer-nomination process, and the retrospective nature of interview data.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"7 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustainable Employability of Teaching Staff Members? A Multiple-Group Path Analysis of the Role of Age, Self-directed Learning Orientation and Job Characteristics for Employability 教师的可持续就业能力?年龄、自主学习取向和工作特征对就业能力作用的多群体路径分析

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-07-18 DOI: 10.1007/s12186-022-09291-x

I. Raemdonck, Simon Beausaert, B. I. Van der Heijden, M. Segers

引用次数: 0

Ready? Steady? Grow! Readiness for Participating in Learning in Dual Education 准备好了吗?稳定吗?成长!参与双元教育学习的准备

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-07-14 DOI: 10.1007/s12186-022-09297-5

Jetje De Groof, Ellen Daniëls, D. Gijbels, E. Kyndt, B. Wille, P. Van den Bossche

引用次数: 1