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Journal Title
International Journal for Research in Vocational Education and Training (IJRVET)
ISSN
2197-8646
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Item-typ:Veröffentlichung, Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms(2015)Industry professionals are permitted to teach in Michiganâ s federally funded Ca-reer and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relation-ships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academ-ic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include estab-lishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.Wissenschaftlicher ArtikelBand:Vol 2, Nr 2275 127 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, WorldSkills UK Training Managers: Midas Touch or Foolâ s Gold?(2015); James Relly, SusanThis article focuses on the role of training managers (TMs) in UK participation in WorldSkills Competitions (WSC). The TM role is outlined, according to the per-ceptions of the TMs, and there is analysis of the benefits to them of participation, as well as the barriers they face, and the benefits and barriers available to partici-pating further education colleges and employers. The article is based on analysis of semi-structured interviews with almost the full cohort of UK TMs preparing competitors for WorldSkills Brazil 2015, and concludes with reflections on the vision and purposes of UK WorldSkills participation.Wissenschaftlicher ArtikelBand:Vol 2, Nr 2259 102 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Assessment of Prior Learning in Adult Vocational Education and Training(2015); Wahlgren, BjarneThe article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachersâ methods for assessing the studentsâ prior learning in the programs for gastro-nomes, respectively child care assistants the article discusses two issues in rela-tion to Assessment of Prior Learing: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment proce-dures. Through focusing on the studentsâ knowing that and knowing why the assessment is based on a scholastic perception of the studentsâ needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachersâ assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assess-ment procedures.Wissenschaftlicher ArtikelBand:Vol 2, Nr 1280 130 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Difficulties in Defining Social-Emotional Intelligence, Competences and Skills - a Theoretical Analysis and Structural Suggestion(2015)Demands related to the frequency of and time required for interactional tasks in everyday occupational routines are continuously growing. When it comes to qual-ifying a personâ s ability to interact with others, two prototypical concepts are often used: social competences and emotional intelligence. In connection to dis-cussions about curriculum standards in Germany, these are viewed as important attributes that should be taught, supported and if possible assessed in educational pathways toward an occupation (KMK, 2007). However, in looking for a general-ly approved and widely used definition, many problems arise on the inter-conceptual and intra-conceptual level, triggering implementation difficulties in educational curricula. This article highlights these difficulties by selecting five well-established key theories and comparing their communalities and differences. Analyzing definitions of intelligence, competences and skills, taking an action regulation perspective and highlighting the interdependence of social and emo-tional aspects, a structural system to facilitate the transfer into the educational context is proposed.Wissenschaftlicher ArtikelBand:Vol 2, Nr 1276 170 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Qualification of Adult Educators in Europe: Insights From the Portuguese Case(2015)This article explores the role of the European Union in defining an adult educa-tion policy and the way European countries appropriate those guidelines and im-plement them in their realities. These policies have been widening and diversify-ing adult education, creating the necessity of qualifying educational profession-als. With the implementation of some adult education political measures, new educational practices were developed and new professional activities were born. To discuss some of these issues, the data used are from research integrated in a PhD Iâ m working towards in Education, with a specialisation in adult training. This investigation is about the qualification of adult educators working in the processes of recognition of prior learning.Wissenschaftlicher ArtikelBand:Vol 2, Nr 1225 158 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives(2015); 289 161 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study(2018)The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6) students in two disciplines (applied science and engineering) were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs) Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no particular difference between a higher vocational stu- dent and a higher education student. Implications for the enhancement of students learning processes are discussed and recommendations for further research are elaborated.Wissenschaftlicher ArtikelBand:5Heft:1353 161 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training(2018); Kilic Cakmak, EbruThis study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.Wissenschaftlicher ArtikelBand:5Heft:1300 137 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review(2018); 357 130 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, "The Force that Keeps you Going": Enthusiasm in Vocational Education and Training (VET) Teachers' Work(2018); 302 129