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1.
Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners.  相似文献   

2.
Abstract

In the following article, the author attempts to provide a skeleton overview of the movement for pre‐vocational education, stressing that present concern regarding such issues as the purpose of education and the extent to which a utilitarian approach is acceptable, school‐to‐work transition, and emphasis on particular work‐related skills have, in fact, formed a recurring debate dating back at least a century. Anxiety regarding Britain's hegemony over Europe, particularly Germany, has always featured in the debate, as has the issue of education versus training. Key educational legislation provides four key stages in the development of the debate, culminating in close examination of the implications of the Education Reform Act of 1988 for the Technical and Vocational Education Initiative (TVEI).  相似文献   

3.
The debate on the relative merits and cost-effectiveness of alternate modes of delivering vocational training has become rather heated in recent years. It is quite natural that the results of an activity that absorbs so many resources should be under constant scrutiny, particularly in times of economic crisis. Furthermore, there is widespread current acceptance of the concept that investment in human capital is a pre-requisite for economic development.Many studies and much research work have been carried out in this field. Most of these studies purport to offer concrete evidence and guidelines for an adequate selection of modes, methods and techniques of vocational training according to the objectives pursued, populations involved and so forth, as well as requirements to be met.However, the controversy has become extremely complex. Apart from the practical impossibility of an assessment and comparison of the wide diversity of training modes and combinations thereof that exist in the world, there is the underlying difficulty of differing notions as to what constitutes vocational training or vocational education, and what is to be expected of it. In view of the variegated economic, social and cultural contexts where such modes have originated, the conclusions reached in the above studies are so relative that they can only offer general indications as to the pros and cons of each method or mode under certain conditions. The only thing that may be gathered is that there are no universal solutions and that, under favourable conditions, any training system can be effective.1  相似文献   

4.
The ideal–typical distinction of normal/choice biography has been adopted by many youth researchers over the last 17 years as a means of approaching how vocational adolescents take decisions in a context in which life transitions are reversible and unsafe. In this article, we aim to show that this distinction is overestimated, by focusing on a specific problem current research has brought to the fore. While the agency of working-class adolescents until the 80’s resulted in social reproduction without their habitus being threatened by this intergenerational class continuity, what can we say concerning how today’s working-class adolescents’ identities are formed, given that they remain in vocational schools for a long time? Through life history interviews with 18-year-old vocational adolescents, we examine the reasons why biographical reflexivity plays a crucial role in habitus formation in ‘normal’ biographies and in their decision-making when they face turning points during their school years. We throw light on the narrative devices through which vocational adolescents are trying to reconcile in their identities the embodied skills they acquire in disadvantaged lifeworlds with the official knowledge vocational training offers. We argue that these devices set in motion a kind of biographical ambivalence which we consider to be crucial regarding their life transitions.  相似文献   

5.
This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gender segregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training. The article builds on an ethnographic study in a Swedish upper-secondary educational programme traditionally dominated by masculinity norms, namely the Building and Construction programme. Employing Sara Ahmed's notion of happy objects, the article centres on vocational students' expressed joy in the practical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, the study indicates that a particular version of happiness was normalised which ruled out non-heterosexual and female students. The article suggests that further studies of social inertia in vocational training need to account for the interconnectedness of the emotional, material, and corporeal dimensions of gender.  相似文献   

6.
Student-mothers who study vocationally related higher education programmes are a relatively under-researched group. Specifically, there is a paucity of research into the emotions that these learners experience. This article discusses a qualitative investigation that examined the emotional narratives that a group of vocational student-mothers offered. They were studying for a foundation degree for teaching assistants at a university in the North of England. The student-mothers were largely found to have experienced positive emotions. However, familial and workplace guilt had also been encountered. These emotions emanated from notions about how family and workplace time should be used. Student-mothers managed this cognitive dissonance by stressing the reciprocal relationships that existed between their studies, family lives and school work. However, for many of these learners familial and workplace guilt was a strong and continuing emotion.  相似文献   

7.
The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice.  相似文献   

8.
A Papua New Guinean innovation attempts to broaden the basis of secondary schooling to include practical community-oriented work, whilst avoiding the dangers identified in Foster's ‘vocational school fallacy’ thesis. The evidence suggests that tensions between the vocational/community dimensions of the project and the academic were increasingly resolved in favour of the latter. This arose from the difficulties of implementing new assessment techniques, together with pressures to maintain academic standards, and from teachers' conceptions of ‘legitimate’ schooling. However, in Papua New Guinea, aspects of the culture of schooling and of the culture of village communities provide more support for such innovations than in many other  相似文献   

9.
The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms.  相似文献   

10.
This study aims to identify factors influencing Thai students’ choices of vocational education. By using factor analysis, it reveals five key influencing factors: personal attitude, curriculum, potential employment, attractiveness of campus, and tuition fees. Furthermore, this study also indicates that teachers from secondary school, and parents can insert a strong influence on students’ decision making. In summary, Thai Ministry of Education must carry on promoting a good image of vocational education and its students to the society. Since vocational education has suffered from being perceived as a second class education and taught which militates against effective learning, marketing communication, in an effort to create an on-going understanding with students and community, is strongly recommended.  相似文献   

11.
Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools.  相似文献   

12.
The tracking of students in upper-secondary school is often criticised for narrowing the post-secondary pathways of student in the vocational education and training (VET) track, which can stigmatise VET. To tackle this problem, countries have introduced courses that integrate aspects of VET and academic study, which provide the dual purpose of preparing students for work and vocational study and providing university pathways for more academic students in the VET track. In this study we assess the latter purpose by examining the outcomes of university aspirants who take these courses in their final year of school. Using rich survey and administrative data from Australia and propensity score matching we find that these courses are associated with lower academic performance and a lower chance of attaining a university offer. Decomposition results show that poor performance in integrated courses is the main driver, which points to potential tension between the two purposes.  相似文献   

13.
This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies from the course, suggesting an impact of the course. A second finding was a clear difference between how students in general and vocational programmes used the strategies taught: the vocational students used them in ways that indicated their relevance to them as learners, while the students in general programmes did not. The findings also suggest how and why students employ strategies. The article discusses implications for strategy instruction and how to enhance the reading proficiency of adolescent readers.  相似文献   

14.
A challenge for historians of education is to explain the ways in which the development of education has been a gendered process. The literature tends to focus on primary and secondary schools; the role played by religious orders; the experiences of female teachers; ideological influences on curriculum; and the preparation of young girls for their role in society. Few historians, however, have examined vocational education and the impact of its ‘social efficiency’ orientation on girls. The literature that exists tends to treat both systems separately, and little effort has been made to compare the impact of both systems on girls’ opportunities within the society in which they lived. This omission in the literature is significant as such a comparison facilitates insights regarding state policies and priorities for the education of girls, the impact of social class, and national and local circumstances. This article compares both systems of education in Ireland and their impact on girls during the period 1930–1960.  相似文献   

15.

Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships.  相似文献   

16.
近年来伴随着对日贾易的平稳发展,中国的商务日语教育有了长足的发展.从新增设日语专业的情况来看,以高等职业教育为主,近90％为商务日语专业(或方向).各地区的高职院校结合职业教育直接服务于区域经济发展的内在属性,在商务日语专业人才培养目标、课程设置等方面,都在进行着大胆的探索和尝试.在专业建设及改革方面不可否认的是取得了一定的共识,但存在着一些不可忽视的认识误区.这些误区恰恰是我们能否建设好商务日语专业必须正视且不能回避的问题.  相似文献   

17.
The answer is YES. The hallmark of successful schooling is the creation of portable skills and efficiency in future learning. This paper examines the linkages between and within levels of schooling, and between education in schools and apprenticeships and other forms of work-associated training. It shows that elementary schooling is of too great a vocational importance to risk feeding children vocationalism. School-work programmes are rarely effective pedagogy, but theory is an important element in apprenticeships. Quality counts heavily whatever the educational content and setting. And the general elements in skill development are critical for both individuals and societies in a world of change.
Zusammenfassung Die Antwort auf die Frage, ob bei den bestehenden Verbindungen zwischen allgemeiner und berufsbezogener Bildung, die eine die andere verbessert, ist ja. Als Anzeichen für eine erfolgreiche Schulbildung gelten übertragbare Fähigkeiten sowie Effizienz beim späteren Lernen. In diesem Bericht werden die Verknüpfungen zwischen den und innerhalb der verschiedenen Schulebenen, zwischen Erziehung an Schulen und in der Lehre und anderen Formen von berufsbezogener Ausbildung untersucht. Es wird der Beweis erbracht, daß die Elementarschule von zu großer berufsorientierter Wichtigkeit ist, um das Risiko einzugehen, Kinder mit berufsbetonten Programmen zu überfrachten. Schulprogramme zur Berufsbildung sind nur selten pädagogisch wirksam, während die Theorie einen wichtigen Bestandteil der Lehre bildet. Der Qualität wird ein hoher Stellenwert beigemessen, unabhängig von dem erzieherischen Inhalt und dem Umfeld. Darüberhinaus sind allgemeine Elemente in der Entwicklung von Fähigkeiten für den Einzelnen als auch für ganze Gesellschaften in einer Welt, die sich im Wandel befindet, entscheidend.
Résumé La réponse est oui. Une scolarité efficace est marquée par la transmission de compétences utiles et efficaces pour un apprentissage futur. Cet article examine les liens entre les niveaux de scolarité et au sein de ces niveaux, entre l'éducation dispensée par les écoles et un apprentissage ou d'autres types de formations axées sur le travail. Il montre que l'enseignement élémentaire est d'une importance trop grande pour la formation professionnelle pour risquer de surcharger le programme des enfants d'éléments professionels. Les programmes scolaires à vocation professionnelle sont rarement efficaces pédagogiquement, alors que la théorie constitue un élément capital dans un apprentissage. La qualité compte considérablement quels que soient les structures et les contenus éducatifs. En outre, les éléments généraux du développement technique sont cruciaux pour les individus et les sociétés d'un monde en mutation.
  相似文献   

18.
This article reviews a recent U.K. study which sought to identify the steps that have to be taken to improve the efficacy of research and development (R&D) projects in Vocational Education and Training (VET). The review is facilitated by making reference to the approach and findings of a parallel study in Switzerland.

The review seeks to highlight the importance of more rigorously establishing what really happens to the results of R&D projects after they are completed. In particular, it seeks to identify what is necessary to ensure that each R&D project has a positive impact on practice. It does this in order to ensure that the now substantial investment in R&D for VET is cost effective. On the basis of the review the article proposes an agenda for an effective and coordinated approach to action and research in the area.  相似文献   

19.
This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices.  相似文献   

20.
邓冬至 《海外英语》2012,(2):103-105
The study mainly focuses on the influence of formative assessment upon learning strategies. So as to testify the effectiveness of formative assessment application in the promotion of students’ learning strategy in vocational college, the author has conducted a 20-week study on 76 freshmen in Sichuan College of Architectural Technology. The result shows that the application of formative assessment is mostly effective in the students’ adoption of affective strategy.  相似文献   

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