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1.
Barbara McCabe 《Studies in Continuing Education》2013,35(3):315-317
The current research starts from the observation that low-qualified employees hold a vulnerable position on the labour market. It has been argued that learning and development can decrease this vulnerability; unfortunately research has shown that low-qualified employees participate considerably less in learning activities in comparison with high-qualified employees. According to the Theory of Reasoned Action, intention steers the actual behaviour of individuals. Therefore, this research will investigate which factors contribute to the learning intention of low-qualified employees. A cross-sectional mixed-method study was executed. In total 652 low-qualified employees completed a survey and 15 semi-structured interviews were conducted. The results show that prior participation in learning activities, self-directedness, undertaking time management activities and perceived organisational support are positively related to an employee's learning intention. Furthermore, it is important that the content of the training offered is perceived useful and closely related to the job low-qualified employees execute. 相似文献
2.
Eva Kyndt 《International Journal of Lifelong Education》2013,32(5):681-699
Past research has shown that, as workers age, their participation in education and training declines, which is a problem in our fast changing society and economy. This study focuses on the stimulating and prohibiting reasons for participation in formal learning activities. It investigates whether employees in the second half of their career differ from their younger colleagues in terms of the reasons for participation in formal learning activities. 628 employees from the public health sector completed the questionnaire and after performing factor analysis, several ANOVA analyses were undertaken. Employees older and younger than 45 years of age and groups with varying levels of experience within their organisation (employees with more or less than 20 years service) were compared. Results showed that younger employees were more stimulated by their organisation’s steering than their older colleagues. However, younger employees were less keen than older employees to participate in formal learning due to the required investments of time, financial costs, distance and assignments. In comparing more and less experienced employees, it was found that employees with less experience were more stimulated by the organisational steering and wish to progress. More experienced employees were discouraged by dispositional barriers; for example, they felt that they had learned enough or could not learn any more and also dreaded the idea of ‘going back to school’. The differences found in this study support the statement that age and educational participation are not (or less) directly related than has been suggested. Rather, the differences between different age groups seem to be more related to differences in the personal or private lives of employees, while any differences between experienced and less experienced employees appeared to depend on job-related issues. 相似文献
3.
Does Self-directedness in Learning and Careers Predict the Employability of Low-Qualified Employees?
Isabel Raemdonck Harm Tillema Andries de Grip Martin Valcke Mien Segers 《Vocations and Learning》2012,5(2):137-151
Employability has become a key element in sustaining successful vocational careers. The role of self-directedness is considered
paramount in maintaining one’s employability. However, it also requires certain competences on part of employees to invest
in learning and career development. This study examines the influence of self-directedness in learning and career of low-qualified
employees on their employability. In a follow-up study of 284 low-qualified employees, we find that higher levels of self-directedness
in learning and career of employees corresponds with higher chance to be promoted to higher-level job positions (vertical
job mobility). However, no relationship was found between different formats of self-directedness and job retention or horizontal
job mobility of lower qualified personnel. 相似文献
4.
Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning 总被引：4，自引：0，他引：4
《British Educational Research Journal》2005,31(1):49-68
This article explores the strengths and weaknesses of Lave and Wenger's concept of ‘legitimate peripheral participation’ as a means of understanding workplace learning. It draws on recent ESRC‐funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter. 相似文献
5.
英语教学的主要目标是培养学生的交际能力,然而有限的课堂教学时间难以提供充足的应用语言的机会.大学英语课堂教学与课外学习活动相结合,建立课外学习社区,进行合作与互动学习,能提高学生的自主学习能力和大学英语教学效果. 相似文献
6.
Learning Throughout Working Life: Interdependencies at work 总被引：3，自引：3，他引：0
Stephen Billett 《Studies in Continuing Education》2013,35(1):19-35
Recently the meaning of lifelong learning has been transformed by economic imperatives from a focus on securing personal development to individuals' maintenance of their vocational practice throughout their working lives. These imperatives aim to reshape the responsibilities and goals for adults' learning throughout their working lives. This paper proposes an account of learning at work as a component of individual's development across their lifespan. It argues that learning throughout working life is an inevitable product of everyday thinking and acting, shaped by the work practices in which individuals participate. However, the quality of learning is contingent on the kinds of activities individuals engage in and the guidance they can access. These contributions are referred to as the activities and interdependencies afforded by the workplace. Continuities and discontinuities in development through working life can be understood in part by patterns of participation in these social practices. Yet there is tension between individuals' interest in participation and the affordance of the work practices in which they act. It is proposed that, although able to regulate their participation, ultimately individuals' ability to maintain their vocational practice is constrained by the way workplaces afford opportunities for engagement and interactions. 相似文献
7.
We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to participation in these activities, the preservice teachers expressed reluctance toward the use of writing in mathematics and uncertainty as to how writing could be useful in mathematics, while accepting that some possible benefits might exist for students' procedural learning. Following participation in these activities, the preservice teachers expressed a willingness to accept writing as a useful tool for supporting an expanded view of teaching and learning mathematics. Specifically, the preservice teachers considered writing as a way to build connections between mathematics and other subjects, a means to assess student understanding of mathematics, and a beneficial support for student conceptual learning. 相似文献
8.
Policymakers worldwide consider participation in adult learning beneficial for employability, in particular for specific target groups. However, still little is known about the effect of adult learning pursued by low-qualified young adults on their employment prospects. On the basis of a Flemish longitudinal database, we study the determinants and effects of work-related adult learning and adult learning not related to work. We make a distinction between formal learning and informal learning and between enrolment duration and qualification attainment. We control for background characteristics, human capital, school leaving age and entry into the labor market and run two path models. The analysis results contradict the general observation that adult learning is primarily a matter of high-qualified people. Among the low-qualified, lack of human capital does not hamper but encourages participation in adult learning. In addition, gender differences exist in participation in adult learning with men participating more often in work-related adult learning and women being more likely to attain a qualification in adult learning not related to work. Finally, our results indicate that participation but not qualification attainment in adult learning has an impact on employment prospects for low-qualified young adults. 相似文献
9.
This study investigated the use of a virtual learning community (VLC-Bio) combined to an online teachers' professional development program. VLC-Bio enabled the sharing of biological knowledge, teaching methods and didactic resources. Although they presented a limited initial profile of internet use directed to socialization, the results indicated that participation in the VLC-Bio focused internet use for teaching and learning purposes. The VLC-Bio offered opportunities to develop the ability to learn from their peers about how to deal with matters of difficult approach in everyday school life, as well as of sharing resources for Biology education that are frequently lacking. 相似文献
10.
Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media
could play an important role in promoting informed participation in the public debate about issues relating to science, technology
and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited.
This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of
study designed to achieve this end-result. Teachers’ views of knowledge, skills and attitudes required to engage critically
with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate
statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived
level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities
for interdisciplinary collaboration and illustrates the developmental nature of the topic. 相似文献
11.
One of the challenges of keeping older employees up to date and ensuring their continued involvement in the workplace is to provide them with relevant learning opportunities. This article aims to understand the usefulness of the concept of LLL for a group of older employees (50+). This is done using interviews and a document study on the Church of Norway (CofN) to understand how the concept of LLL is interpreted and acted upon by employers and older pastors. We assume that changes occurring outside the Church provoke the need for new knowledge and new ways of working. We ask how these older professionals perceive their learning opportunities and try to ascertain how the concept of LLL is helping them to tackle the ongoing changes. The article adds to the research on the interplay between competence strategies of employers and attitudes of older employees in a well‐established profession. Results of our study show that new strategies open up for greater participation. However, older pastors’ greatest motivation for learning seems to be their ordination vows, which include a commitment to continued learning through personal studies. This influences the kind of activities in which they participate, their expectations concerning the recognition of their learning and their views on the Church as a learning organisation. We conclude that older pastors do benefit from LLL initiatives in the workplace, but they also benefit from belonging to a profession with a conscious commitment to learning. 相似文献
12.
Facilitating Preschool Learning and Movement through Dance 总被引：1，自引：0，他引：1
Riolama Lorenzo-Lasa Roger I Ideishi Siobhan K Ideishi 《Early Childhood Education Journal》2007,35(1):25-31
A preschool movement through dance program is a way to open the door to numerous cultural benefits and opportunities, and
preschool skill facilitation. Creating new contexts for learning enrich young children and offer them different opportunities
to understand and negotiate the world. Inclusive curricular integration and parent and community participation are important
components of a cultural arts experience that deepen the children’s repertoire of behavior and responses to the world. Early
childhood education practitioners are encouraged to creatively explore their community and develop rich cultural learning
experiences for children. 相似文献
13.
The aim of this study was to examine what children learn spontaneously from each other in everyday activities within the preschool culture. It involves an interpretation and analysis of specific situations, which focus on the spontaneous learning that occurs in children's actions and communication . Everyday activities in preschool are associated with routines in situations like meals, circle time and play activities. In these situations children have opportunities to learn about rules, ways of acting, routines, codes and discursive practices; knowledge and skills which are often tacit but which children learn from each other through social practices. 相似文献
14.
This research examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice. Students enrolled in an early childhood education program (n?=?110) at a university in the Great Lakes region completed surveys that assessed perceptions of natural settings, intentions to use natural settings in future teaching, knowledge of the benefits of nature for children, and personal nature relatedness. Participants reported relatively high intentions to use natural settings in future teaching, as well as knowledge of the benefits of nature for children, but moderate levels of personal nature relatedness. Participants were more likely to select “maintained” settings such as parks for educational purposes, and more “natural” settings, especially those with water, for personal purposes. Knowledge of the benefits of nature experiences, the perceived difficulty in using natural settings, and personal levels of nature relatedness each significantly predicted intention to use natural settings in future teaching. We recommend that teacher preparation programs provide: opportunities for students to observe and/or interact with children as they engage in unstructured play in natural environments; opportunities to engage in both structured and unstructured learning experiences in natural environments; and preparing students to provide appropriate supervision in natural environments. 相似文献
15.
Anne Munro Lesley Holly Helen Rainbird 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(2):515-528
This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning. 相似文献
16.
Anne Munro Lesley Holly Helen Rainbird 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):515-528
This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning. 相似文献
17.
Susan Rowland Deanne Gannaway Rhianna Pedwell Peter Adams Robyn Evans Hailey Bonner 《高等教育研究与发展》2020,39(2):318-331
ABSTRACTRecent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering. 相似文献
18.
Research within the United Kingdom has shown that it is common for school students to combine full-time education with part-time employment. Attention has tended to focus on the negative impact this may have with limited consideration to the potential benefits. Some studies have indicated that skill acquisition may be one such benefit, but studies typically pay little attention to the views of young employees and fail to explore potential variations in skill development between age groups and job sectors. This study addresses this gap. Younger (14 and 15 year olds) and older (16 to 18 years) school students working in the retail and catering industries participated (n = 35). Two interviews were carried out facilitated by workplace observation and on-the-job event recording. Results suggest that opportunities for acquiring skills are common for both younger and older workers in both retail and catering jobs. Differences in perceptions between age groups and job sectors were small with the exception of the areas of future learning and the types of skills. In addition, retail workers tend to see more opportunities for learning than those in catering. These results support those who see such employment as potentially valuable. 相似文献
19.
Timothy K. O'Mahony Nancy J. Vye John D. Bransford Elizabeth A. Sanders Reed Stevens Richard D. Stephens 《学习科学杂志》2013,22(1):182-206
We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a “challenge-based” learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools. 相似文献
20.
In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. 相似文献