International Journal of Training Research最新文献

{"title":"The site-based learning of vocational education and training teachers","authors":"S. Francisco, Ingrid Henning Loeb","doi":"10.1080/14480220.2020.1750110","DOIUrl":"https://doi.org/10.1080/14480220.2020.1750110","url":null,"abstract":"This Special Issue addresses the site-based learning of vocational education and training (VET) teachers. Site-based learning is an important component of teacher learning across their teaching career: from pre-service practicums to experienced teachers learning to address changing conditions and changing student needs. The articles are written by researchers from Australia, Sweden and England and are based on research undertaken in those countries. The work of VET teachers requires a broad range and depth of skills and capabilities. Wheelahan notes that ‘The contexts VET teachers work in, the students they teach, and the qualifications they deliver are more diverse than those in higher education or schools’ (Wheelahan, 2010, p. 9) and ‘the demands on VET teachers are more complex than either schools or higher education’ (Wheelahan, 2010, p. 11). VET students are an increasingly diverse group with a broad range of needs (Wheelahan, 2010). Increasing longevity, later retirement ages in many countries, and the need to support refugees and migrants to settle in new countries all impact on VET provision. Further, government policies related to lifelong learning and to increasing the educational level of the population support people to extend their education longer than ever before, and impact on the changing picture of VET learners. VET students include school-age learners, young adults, refugees aiming to create a new life in a new country, and mature-aged adults retraining. VET students could be undertaking VET courses for a broad range of reasons and purposes: for instance, as a part of their initial education; as a result of government-funded unemployment arrangements; to gain practical skills after completing a university degree; to train for a trade; or to retrain for a new occupation in middle age. Additionally, VET students have a variety of prior learning experiences, and skill levels, with some having little or no literacy skills, and others having very strong literacy skills in at least one language. Sometimes students with many of these varying experiences and needs are in the same class being supported by the one teacher. It is unsurprising then that the learning of VET teachers has been identified as important for the ongoing development of quality teaching (Harris, 2015). The requirement for VET teachers to have completed educational qualifications prior to beginning as a teacher varies between countries. The level of qualification required for being a VET teacher also differs. For instance, in Australia the highest qualification required by VET teachers is a Certificate IV in Training and Assessment to be completed within the first two years of teaching (a Certificate IV is three levels below a Bachelor degree in the Australian Qualifications Framework). While more recent data are not available, in 2011 it was estimated that more than 40% of VET teachers did not hold this qualification (Productivity Commission, 2011, p. xlii). Regula","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"1 - 7"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1750110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48887785","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":"Afterword: a fresh look at workplace learning for VET teachers","authors":"Erica Smith","doi":"10.1080/14480220.2020.1757890","DOIUrl":"https://doi.org/10.1080/14480220.2020.1757890","url":null,"abstract":"ABSTRACT The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"84 - 92"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1757890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508756","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":"Continuously developing and learning while teaching second language students. Four storied narratives of accomplished VET teachers","authors":"Ingrid Henning Loeb","doi":"10.1080/14480220.2020.1747786","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747786","url":null,"abstract":"ABSTRACT This article builds on studies that analyze how accomplished teachers in VET in Sweden undertake educational challenges and develop their teaching and support of second language learners. Two overarching research questions informed the study: How are educational challenges described by the teachers and what pedagogy and methods are they developing in their teaching practice, in order to face the described challenges? What enabling and constraining conditions for continuing professional learning can be identified? The results from four in-depth interviews with teachers make up the empirical body and provide a rich picture of how accomplished VET teachers are involved in continuous learning while developing their teaching practice. The final part is a comprehensive analysis, where the results are discussed with concepts from the theory of practice architectures.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"68 - 83"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052332","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":"VET teachers’ learning in feminised vocations- a comparative study of Swedish floristry and hairdressing teachers","authors":"Camilla Gåfvels","doi":"10.1080/14480220.2020.1747789","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747789","url":null,"abstract":"ABSTRACT This article explores the continuing professional learning of Swedish hairdressing and floristry teachers, based on semi-structured interviews with six experienced female teachers. The research question that guided the work asks what continuing professional learning do experienced floristry and hairdressing teachers undertake in relation to their vocational field and to pedagogy. The analysis applies concepts from the theory of practice architectures, and focuses upon the sayings, doings and relatings that surface in the interview data. The findings indicate that the VET teachers handle their learning relatively independently of the schools at which they are employed. Furthermore, more personal agency was required from the floristry teachers, than from the hairdressing teachers for whom organised business interests provide ample education and training opportunities. The article argues that the VET teachers who rely on themselves and their colleagues can control their own continuing professional learning at their place of work.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"55 - 67"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46632689","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":"Vocational teacher students’ critical reflections in site-based education","authors":"Ingrid Berglund, Susanne Gustavsson, Ingela Andersson","doi":"10.1080/14480220.2020.1747784","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747784","url":null,"abstract":"ABSTRACT Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"22 - 36"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43083035","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":"In-service teachers’ practice of learning to teach, the theory of practice architectures and further education-based teacher education classes in England","authors":"D. Powell","doi":"10.1080/14480220.2020.1747787","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747787","url":null,"abstract":"ABSTRACT This paper uses the theories of practice architectures and learning to teach to study in-service teachers’ practice of learning to teaching within a further education (FE)-based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how to teach within a teacher education classes at a general FE college in England? What site-based factors shape the in-service teachers’ practice of learning to teach? Using an action research methodology, the researcher, a university-based teacher educator, worked with a team of six FE-based teacher educators and their 35 in-service teachers to answer these questions. Drawing on data from six ‘teacher talk’ meetings with the teacher educators and three focus groups with the in-service teachers, the paper builds on and adds to international maps of existing research and knowledge of their practice of learning to teach.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"18 1","pages":"8 - 21"},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43948932","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":"TVET in Sudan: government negligence, employers’ response and challenges of reform under cluttered socio-economic conditions","authors":"A. Abdelkarim","doi":"10.1080/14480220.2019.1690737","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690737","url":null,"abstract":"ABSTRACT While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system – severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers’ response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"17 1","pages":"202 - 219"},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48178529","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":"Alignment between theory and practice in group development processes in the workplace: an experiential perspective","authors":"C. Gwandure, E. Boshoff","doi":"10.1080/14480220.2019.1690745","DOIUrl":"https://doi.org/10.1080/14480220.2019.1690745","url":null,"abstract":"ABSTRACT The study examined the alignment between group processes theory and practice from an experiential perspective in a South African work context. Training and development programmes focus on groups and teams to improve performance. The perspective of this study was that training and development programmes should develop teams within a life paradigm. Participants were 13 university graduates who held various positions in organisations. All participants were recruited from Johannesburg, were female and ages ranged from 24 to 31 years. A questionnaire developed for this study based on Wheelan`s integrative model of group development was used to collect information from participants. The snowballing method was used to access participants. Thematic content analysis was used to analyse data. The results revealed that theory was aligned to group training experience in organisations. Future studies could assess team-building initiatives and effectiveness at each stage of group development.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"17 1","pages":"252 - 260"},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1690745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764264","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":"Exploring agricultural vocational pedagogy in Uganda: students’ experiences","authors":"Robert Jjuuko, Cuthbert Tukundane, Jacques Zeelen","doi":"10.1080/14480220.2019.1685161","DOIUrl":"https://doi.org/10.1080/14480220.2019.1685161","url":null,"abstract":"ABSTRACT Increasingly studies claim that building young people’s vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa’s education and labour market systems. With Ugandan students’ voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people’s voices in the search for solutions to improve agricultural education practice. The study explored and analysed students’ experiences and perceptions of the college’s vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students’ achievement.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"17 1","pages":"238 - 251"},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1685161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298014","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":"Satisfaction with innovation training processes and outcomes: a field study across two cultures","authors":"Dale T. Eesley, R. Briggs","doi":"10.1080/14480220.2019.1685159","DOIUrl":"https://doi.org/10.1080/14480220.2019.1685159","url":null,"abstract":"ABSTRACT Research shows that innovation training can increase the number of innovative ideas that are proposed and successfully executed by an organization. Training satisfaction is also a strong predictor of the degree to which people use the knowledge they gain in training. To improve innovation training processes, therefore, it would be useful to have a theoretically sound, empirically validated instrument to measure innovation training satisfaction. We propose and validate such an instrument derived from the Yield Shift Theory of satisfaction in a field study of innovation training satisfaction in the U.S.A and China. The findings of the study demonstrated the convergent and discriminant validity of the instrument, and the results were consistent with the causal relationships proposed by the theory, suggesting that the theory may be a useful explanation for satisfaction effects and as a way to measure training satisfaction. We discuss the implications of the findings for research and practice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"17 1","pages":"274 - 289"},"PeriodicalIF":0.5,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2019.1685159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43222313","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}