Education or Training? Changes in vocational teachers’ conceptions of their work

Heikkinen, Anja

doi:10.1080/0305764970270309

Cited by 6 publications

(6 citation statements)

References 4 publications

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“…Med goda betyg kan yrkes-eleverna även ha större möjlig-heter att lämna verkstadsgolvet och fortsätta vidare till andra utbildningar av olika slag (se t.ex. Berglund & Lindberg, 2012;Carlgren, Forsberg & Lindberg, 2009;Heikkinen, 1997;Lindberg, 2003bLindberg, , 2011.…”

Section: Bedömning Av Elevers Yrkeskunskaper Mellan Novis Och Expertunclassified

“…Ett godkänt betyg inom CNC-kurser på industritekniska programmet visar alltså inte elevens kunskaper i CNC-teknik eller om eleven har förståelse för CNC-teknik och kan sätta CNCkunskaperna i sitt sammanhang. Om en elev ska bli en CNC-tekniker behöver vidare erfarenheter och erfarenheterna kommer med tiden när eleven arbetar ett antal år inom yrket (jfr Asghari, 2014;Heikkinen, 1997;Hiim, 2013).…”

Section: Slutsatserunclassified

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Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet

Asghari

Kilbrink

2018

NJVET

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The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers' stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okayguy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.

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Section: Bedömning Av Elevers Yrkeskunskaper Mellan Novis Och Expertunclassified

Section: Slutsatserunclassified

Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet

Asghari

Kilbrink

2018

NJVET

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“…In general, TVET's curricula should aim to integrate elements of participative methodologies and hands-on experiences (Minghat & Yasin, 2010). The different types of teachers which are involved in TVET, as well as their contribution in the specific characteristics of the institutions where they work, is important to consider when attempting to understand TVET as an educational system (Heikkinen, 1997). Quality of TVET must be improved, through the standardization of the curriculum and the development of nontechnical skills, innovative training and educational methods, professional development for teachers as well as restoration of TVET's public image (Basu & Majumdar, 2009;Nooruddin, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Balance of Theoretical and Practical Skills in Agricultural Technical Schools in Haiti: An Exploration of the Curriculum

Calixte

Roberts

Bunch

2019

JIAEE

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Haiti, with its alarming hunger index, and serious concerns for the population’s food security status, suggests that its agricultural production and productivity are insufficient to guarantee availability of food for the people. Increased productivity supposes the dissemination of best agricultural practices among farmers, and enough qualified extension agents carrying the scientific findings into the rural communities. However, studies in Haiti, have found that the extension activities are mostly conducted by graduates from TVET schools. Meanwhile, little is known about the quality of the training provided in these institutions. This study explored the balance of practice and theory in Haitian TVET curricula. Individual interviews to directors and teachers and focus groups with students explained the role of practical experiences in TVET curriculum by emphasizing on the importance, the purposes and the amount of such practical experiences in the program of study. The various instructional methods used to ensure sufficient practices were also revealed, specifically, participative methods, research and various field activities. Nevertheless, many barriers impede more practices, which were (a) scheduling, (b) lack of resources, (c) students’ attitudes, (d) absence of laboratories in Haiti, and (e) the rural reality and environmental issues. Keywords: Haiti; experiential learning; technical schools; agriculture

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“…Previous studies on the basic factors of vocational education teacherhood are relatively scarce (see e.g., Grollmann 2008;Heikkinen 1997;Koski-Heikkinen 2014), while teacherhood research has been more focused on basic education (see Määttä and Uusiautti 2011). In Finland, Vähäsantanen (2013) has studied vocational education teacherhood by noting that it covers both individual (e.g., professional identity, expertise, and work experience) and social (e.g., organization administration style, professional relationships, and students) resources.…”

Section: Introductionmentioning

confidence: 99%

“Professional, approachable, and fair” – Students’ perceptions of the vocational education teacher’s authority

Koski-Heikkinen¹,

Määttä

Uusiautti

2014

IJHS

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How do students perceive vocational education teachers and their authority? The purpose of this study was to describe the vocational education teacher's authority and the basis of authority relationship. Finnish vocational education students (N = 65) were recruited in this study. They were asked to write about vocational education teachers through a method of empathy-based stories. The students depicted the authority relationship by describing a good or unsuccessful teacher's actions in vocational teaching situations. The data were analyzed with qualitative content analysis method. In the students' writings, the teacher authority were viewed from four dimensions that were pedagogical skills, professional expertise, social skills, and personal characteristics. Based on the results, a typology of vocational education teacher's authority was created and presented in this article. The typology can be used in teacher training and as a tool for vocational education teachers to contemplate on their position and to develop a functional authority relationship with vocational education students.

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Education or Training? Changes in vocational teachers’ conceptions of their work

Cited by 6 publications

References 4 publications

Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet

Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet

The Balance of Theoretical and Practical Skills in Agricultural Technical Schools in Haiti: An Exploration of the Curriculum

“Professional, approachable, and fair” – Students’ perceptions of the vocational education teacher’s authority

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