匈牙利职业教育培训学校的教师如何合作?对影响的形式、感知以及相关的个人和组织因素的定量研究

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Eszter Bükki, Anikó Fehérvári
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引用次数: 5

摘要

本研究基于对教师的在线调查(n = 303),调查了匈牙利职业教育与培训(VET)学校的教师合作情况。长期以来,教师合作一直因其显著的好处而受到赞赏,包括增加动机、工作满意度、自我和集体效能,以及它在教师专业发展和学校改进中的作用。鉴于职业教育部门的特殊背景、目标和挑战以及能力教育的普及,职业教育学校的教师合作显得尤为可取,特别是在职业教育系统中,初级职业教育是为年轻人提供的,(部分)是在义务教育范围内进行的。然而,对职业教育教师合作的了解相对较少,特别是在匈牙利,在职业教育学校工作的教师分为三种不同的类型——普通学科教师、职业教师和职业培训师。我们研究的目的是提供匈牙利职业教育教师如何合作的数据,这可以验证先前关于教师合作的研究结果,并确定职业教育背景的任何特殊特征。方法采用探索性、描述性、相关性研究设计,采用定量统计分析。我们测量了教师合作(实践和影响的感知),并通过采用以前的实证研究工具(最重要的是经合组织的TALIS)为我们的研究框架选择了解释性的个人和组织因素。我们分析了合作与主成分分析产生的自变量之间的联系。结果我们的数据显示,共享型合作(专业讨论和材料交换)在匈牙利职业教育教师中很普遍。他们不太可能参与更深层次的协作活动,而这需要更高层次的相互依赖,而且他们也不太重视更深层次协作的影响。女性受访者比男性同事更多地参与分享类活动,中年(40-55岁)在这两种类型的合作中最活跃,并感受到最大的影响。协作实践与对其影响的认知最相关。更频繁的合作和更高的影响感与教师更高的自我效能感和轻松、宽容和鼓励的大学关系有关。结构性障碍似乎只影响分享和对影响的看法。在三个教师档案之间发现了合作方面的微小但统计上显着的差异。职业培训师(指导职业学校实践)对深度合作的参与程度最高,而职业教师参与的可能性最小,感受到的影响也最小。在合作与先前或目前的工作经验之间没有发现显著的联系。结论通过提供职业教育教师合作的数据,我们的研究结果在很大程度上证实和验证了之前关于低水平和普通教育背景下教师合作的研究。他们还注意到一些职业教育特定因素的作用,如结构障碍和不同职业教育教师背景之间的微小但统计上显着的差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors

Background

This study investigates teacher collaboration in Hungarian vocational education and training (VET) schools based on an online survey of teachers (n = 303). Collaboration of teachers has long been appreciated for its significant benefits including increased motivation, job satisfaction, self- and collective efficacy, as well as its role in teacher professional development and school improvement. Collaboration of teachers working in VET schools, especially in VET systems where initial VET is provided to young people and (in part) within compulsory education, appears as particularly desirable, given the special context, objectives and challenges of this sector and the spread of competence-based education. However, relatively little is known about VET teacher collaboration, especially in Hungary, where three different profiles of teachers—general subject and vocational teachers and vocational trainers—work in VET schools. The aim of our study was to provide data about how Hungarian VET teachers collaborate, which could validate prior research results on teacher collaboration as well as identify any special features of the VET context.

Method

Our study design was exploratory, descriptive and correlational, applying quantitative statistical analysis. We measured teacher collaboration (practice and perception of impact) and explanatory individual and organisational factors selected for our research framework by adapting instruments of previous empirical studies (most importantly, OECD’s TALIS). We analysed connections between collaboration and independent variables created by principal component analysis.

Results

Our data show that sharing-type collaboration (professional discussions and exchange of materials) are widespread among Hungarian VET teachers. They are much less likely to participate in deeper collaborative activities that presuppose higher levels of interdependence, and they also appreciate the impact of deeper collaboration less. Female respondents participate in sharing-type activities more than their male colleagues, and middle-aged (40–55) are most active in both types of collaboration and perceive the most impact. Collaboration practices correlate most with perceptions of their impact. More frequent collaboration and perceptions of higher impact are related to teachers’ sense of higher self-efficacy and relaxed, tolerant and encouraging collegial relationships. Structural barriers seem to influence only sharing and perceptions of impact. Small, but statistically significant differences in collaboration were found between the three teacher profiles. Vocational trainers (who instruct vocational school practice) showed the highest level of participation in deeper collaboration, while vocational teachers were least likely to participate and perceived the least impact. No significant associations were found between collaboration and prior or current work experience in the taught vocation.

Conclusions

Our results largely confirm and validate previous research on teacher collaboration in lower level and general educational contexts by providing data on VET teacher collaboration. They also note the role of some VET-specific factors, such as structural barriers and small, but statistically significant differences between different VET teacher profiles.

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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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