Search results for: Vocational education
Page 2/2 17 items
Taiwanese Technical Education Teachers’ Professional Development: An Examination of Some Critical Factors
The goal of the current study was to probe into the influences of task autonomy, organizational learning, and group cohesiveness on innovation of professional development by technical education teachers, and their relationships. The authors conducted a questionnaire survey on full-time teachers of 14 Taiwanese technical educational junior colleges.
Updated: Nov. 21, 2011
Discourses on Inclusion, Citizenship and Categorizations of ‘Special’ in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland
This paper deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. The article focuses on research that has documented the change process in three former state schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process.
Updated: Oct. 29, 2010
Time, Space and Young People’s Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective
This paper is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The article focuses on temporal and spatial dimensions of three educational contexts. The Swedish Vehicle programme, the Swedish Child and Recreation programme and the Finish social and health-care sector. Furthermore, the article analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered.
Updated: Oct. 29, 2010
The purpose of this study is to analyze discursively how the relationship between educational institutions and workplaces materializes in the position of a vocational teacher. The author focuses particularly on the requirement of vocational teachers to work in close collaboration with industry and workplaces, and to serve economic interests. The pedagogical responsibility for what happens to students at work remains with vocational teachers; however, the success of educational programs depends on the willingness of employees to offer learning opportunities to students, and to guide and evaluate student learning according to the rules set by the educational curricula.
Updated: Oct. 29, 2010
Stimulating Teachers' Reflection and Feedback Asking: An Interplay of Self-Efficacy, Learning Goal Orientation, and Transformational Leadership
The purpose of the study was to investigate how teachers' reflection and feedback asking can be explained by occupational self-efficacy, learning goal orientation and transformational leadership. Data were collected from a survey completed by 456 teachers from a Dutch College for Vocational Education and Training. The findings show that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.
Updated: Sep. 05, 2010
The paper analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The author focuses particularly on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. He shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures.
Updated: Mar. 09, 2009
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009