Vocations and Learning最新文献_第7页

Conditions for Workplace Learning Among Professional ‘Temps’: A Qualitative Study of Temporary Agency Nurses in Sweden 专业“临时工”的工作场所学习条件:瑞典临时代理护士的定性研究

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-02-28 DOI: 10.1007/s12186-022-09283-x

Anna Berg Jansson, Åsa Engström

{"title":"Conditions for Workplace Learning Among Professional ‘Temps’: A Qualitative Study of Temporary Agency Nurses in Sweden","authors":"Anna Berg Jansson, Åsa Engström","doi":"10.1007/s12186-022-09283-x","DOIUrl":"https://doi.org/10.1007/s12186-022-09283-x","url":null,"abstract":"Adopting a theoretical perspective that acknowledges both formal and informal learning as crucial and emphasises reproductive and developmental learning as complementary, this article analyses and discusses temporary agency nurses’ experiences of working and learning, focusing on conditions for workplace learning. This provides opportunities to address questions about conditions for the integration of work and learning in a work situation characterised by flexibilization and individualisation. More specifically, among individuals moving between different organizational contexts rather than working at ‘a’ (single and stable) workplace provided by the employer. By presenting findings based on a thematic analysis of 21 interviews with individual temporary agency nurses working in Swedish health care, both opportunities and challenges for workplace learning is highlighted. While opportunities for informal learning linked to the movement between various client organizations as well as to nursing as common ground and as valued and recognized competence, is identified, at the same time, challenges connected to both formal and informal learning, are also illuminated. Regarding informal learning, challenges in terms of varied and general support and feedback as well as scarce opportunities and low expectations for the temporary agency nurses’ participation in development work in daily work/at client organizations, is identified. The findings thus also illuminate a risk for temporary agency nurses adjusting to prevailing working conditions rather than engaging in developmental learning. Regarding formal learning, challenges in terms of few opportunities for planned learning activities, is identified. All in all, the findings illuminate conditions for workplace learning for temporary agency nurses as clearly dependent not only on the offers of specific temporary work agencies and client organisations, but also on temporary agency nurses’ interest in and views regarding responsibility for learning, and thus highly varying.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"43 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541462","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: 2

Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland 从学校到工作的过渡——解释瑞士职业教育和培训中的坚持意向

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-01-24 DOI: 10.1007/s12186-021-09282-4

Stefanie Findeisen, Andreas Jüttler, Markus P. Neuenschwander, Stephan Schumann

{"title":"Transition from School to Work – Explaining Persistence Intention in Vocational Education and Training in Switzerland","authors":"Stefanie Findeisen, Andreas Jüttler, Markus P. Neuenschwander, Stephan Schumann","doi":"10.1007/s12186-021-09282-4","DOIUrl":"https://doi.org/10.1007/s12186-021-09282-4","url":null,"abstract":"Vocational education and training (VET) programs are typically regarded as the means to enable successful school-to-work transitions. However, high rates of premature contract terminations in VET programs suggest that adolescents face difficulties during this transition. This paper aims to examine the determinants of persistence intention, claiming that persistence intention is a crucial indicator of imminent dropout decisions. The analysis is based on a longitudinal data set of trainees in dual VET programs in Switzerland (n = 1,163) containing two measurement points (before and after the transition from school to VET). Drawing on Social Cognitive Career Theory (Lent & Brown, 2008, 2013), we are interested in the effects of work adjustment indicators, selected characteristics of the vocational choice process, and environmental support before and after the transition on trainees’ persistence intention. We use structural equation modeling to analyze both direct and indirect effects of different predictor variables on persistence intention. The results show significantly positive effects of both occupational self-efficacy and perceived person-vocation fit during the training program on trainees’ persistence intention. Moreover, there are only indirect effects of anticipated person-vocation fit and occupational self-efficacy at the end of compulsory education. Trainees’ relationship with the trainer also has an indirect effect on persistence intention. Social integration in the workplace is both directly and indirectly linked to persistence intention. Overall, the model explains 48% of the variance in persistence intention. Implications for VET programs and future research are discussed.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541550","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: 8

Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners' Continued Professional Development. 在临床工作场所学习的亲和力导航：对全科医生继续职业发展的定性研究。

IF 1.9 2区教育学

Vocations and Learning Pub Date : 2022-01-01 Epub Date: 2022-07-07 DOI: 10.1007/s12186-022-09295-7

Linda Sturesson Stabel, Cormac McGrath, Erik Björck, Agnes Elmberger, Klara Bolander Laksov

{"title":"Navigating Affordances for Learning in Clinical Workplaces: A Qualitative Study of General Practitioners' Continued Professional Development.","authors":"Linda Sturesson Stabel, Cormac McGrath, Erik Björck, Agnes Elmberger, Klara Bolander Laksov","doi":"10.1007/s12186-022-09295-7","DOIUrl":"10.1007/s12186-022-09295-7","url":null,"abstract":"Medical specialists' lifelong learning is essential for improving patients' health. This study identifies affordances for learning general practitioners (GPs) engage in, and explores what influences engagement in those affordances. Eleven GPs were interviewed and the interview transcripts were analysed thematically. Stephen Billett's theoretical framework of workplace participatory practices was used as an analytical lens to explore the topic. Challenging patient cases were identified as the main trigger for engagement in learning. Local, national and international colleagues from the same and other specialties, were found to be an important affordance for learning, as was written material such as websites, journals and recommendations. Other inputs for learning were conferences and courses. Workplace aspects that were essential for GPs to engage in learning related to: place and time to talk, relevance to work, opportunity for different roles, organisation of work and workload, and working climate. Importantly, the study identifies a need for a holistic approach to lifelong learning, including spontaneous and structured opportunities for interaction over time with colleagues, establishment of incentives and arenas for exchange linked to peer learning, and acknowledgement of the workplace as an important place for learning and sufficient time with patients. This study contributes with a deepened understanding of how GPs navigate existing affordances for learning both within and outside their workplaces.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"15 3","pages":"427-448"},"PeriodicalIF":1.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9261199/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10775463","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

Career Adaptability among Migrant Teachers Re-Entering the Labour Market: a Life Course Perspective. 重新进入劳动力市场的流动教师的职业适应性:一个生命历程的视角。

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-01-01 Epub Date: 2022-06-13 DOI: 10.1007/s12186-022-09290-y

Elin Ennerberg, Catarina Economou

引用次数: 4

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools. 了解自主学习的发展:促进职业学校自主学习的干预研究。

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2022-01-01 DOI: 10.1007/s12186-022-09298-4

Mathias Mejeh, Tanja Held

{"title":"Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools.","authors":"Mathias Mejeh, Tanja Held","doi":"10.1007/s12186-022-09298-4","DOIUrl":"https://doi.org/10.1007/s12186-022-09298-4","url":null,"abstract":"Self-regulated learning (SRL) provides the foundation for building sustainable knowledge and is therefore important for schools, classrooms, and lifelong learning in general. Especially in vocational education and training, the concept of SRL remains fundamental as it relates to preparing future employees. However, further research is needed on how vocational students situationally regulate their learning process and the extent to which this may be related to a dispositional change in their SRL. In this study, we analyzed longitudinal questionnaire data from 159 students who attended either SRL-conducive or regular vocational classes. We refer to Perry and colleagues' (2018) framework of an SRL-conducive learning environment, which focuses on (meta)cognitive, motivational, and emotional aspects of learning. Using multilevel analysis, we found differences in the development of (meta)cognitive components of learning, whereas no clear differences could be identified for motivational and emotional components. The results support the assumption that process analyses can be used to draw a more differentiated picture of SRL in vocational schools. Moreover, indirect approaches to promoting SRL should be designed to include all SRL-relevant aspects.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"15 3","pages":"531-568"},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9461463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10415286","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

Correction to: Professional Competence of Vocational Teachers: a Conceptual Review 对“职业教师专业能力:一个概念回顾”的修正

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2021-12-01 DOI: 10.1007/s12186-021-09281-5

S. Antera

引用次数: 1

A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education 一条通向未来的道路——成人学生职业教育的选择

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2021-10-22 DOI: 10.1007/s12186-021-09280-6

Tobias Karlsson, Karolina Muhrman, Sofia Nyström

{"title":"A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education","authors":"Tobias Karlsson, Karolina Muhrman, Sofia Nyström","doi":"10.1007/s12186-021-09280-6","DOIUrl":"https://doi.org/10.1007/s12186-021-09280-6","url":null,"abstract":"Today’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"90 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541569","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: 2

The Lived Body and Embodied Instructional Practices in Maritime Basic Safety Training 海上基础安全训练的生命体与具象教学实践

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2021-10-02 DOI: 10.1007/s12186-021-09279-z

Martin Viktorelius, Charlott Sellberg

引用次数: 2

Goal Orientation and Decision-Making in Education 教育中的目标导向与决策

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2021-09-29 DOI: 10.1007/s12186-021-09278-0

Vibe Aarkrog, Bjarne Wahlgren

{"title":"Goal Orientation and Decision-Making in Education","authors":"Vibe Aarkrog, Bjarne Wahlgren","doi":"10.1007/s12186-021-09278-0","DOIUrl":"https://doi.org/10.1007/s12186-021-09278-0","url":null,"abstract":"In a project about dropout among young adults in general adult education and initial vocational education and training (IVET), it was assumed that the ability to make rational decisions has a positive impact on completing an educational programme. A central part of decision-making is the ability for goal orientation, which we have defined as setting and committing to accurate and proximate goals. Based on interviews with 31 students in general adult education and IVET, three categories of goals were identified; vague goals, accurate distant goals and accurate proximal goals. Likewise, three categories of decision-making processes were identified: ‘intuitive emotional decisions without seeking advice’, ‘intuitive emotional decisions after seeking advice’ and ‘rational decisions after seeking advice’. Our findings show that there is a link between goal orientation and degree of rationality in the student’s decision-making process. Furthermore, our findings suggest that goal orientation can be supported in three ways: by reducing complexity, through feedback and by explaining the relevance of the school subjects for reaching goals. Generally, student’s relation to and support from teachers and guidance counsellors, as well as peers and parents, are crucial to the goal orientation process.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541549","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: 3

Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum 专业知识的学习:能力本位课程下护理本科学生的学习经验与知识质量成果

IF 2.8 2区教育学

Vocations and Learning Pub Date : 2021-09-18 DOI: 10.1007/s12186-021-09274-4

den Hertog, Ria, Boshuizen, Henny P. A.

{"title":"Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum","authors":"den Hertog, Ria, Boshuizen, Henny P. A.","doi":"10.1007/s12186-021-09274-4","DOIUrl":"https://doi.org/10.1007/s12186-021-09274-4","url":null,"abstract":"Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"91 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541449","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: 4