Europeanisation of VET – the Spanish Vocational Education and Training system and the influence of European education policy

Zaunstöck, Tim; Fluixá, Fernando Marhuenda; Ros-Garrido, Alicia; Fischer, Martin S.

doi:10.1080/13636820.2021.1889645

Cited by 10 publications

(14 citation statements)

References 14 publications

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“…In general lines, and coinciding with previous studies (Álvarez-Justel, 2017;González-Álvarez, 2019;Chan, 2010;Zaunstöck, et al, 2021), these results suggest that the participants in this study do not consider themselves sufficiently prepared to exercise the functions of the teaching staff, especially those related to guidance and counseling.…”

Section: Discussionsupporting

confidence: 87%

“…Studies such as those (Ceulemans, Simons, and Struyf, 2012;Romito, 2019;Supriyanto et al, 2019;Zaunstöck, et al, 2021, have shown that the lack of training on educational guidance and counseling services could be the reason for identifying the tutorial and guidance function as something alien to the competence profile of teachers. In any case, a lack of knowledge of the functions of the centers' guidance services and of the competences of the professional profile of teachers in terms of guidance and tutoring is revealed (Ceulemans, Simons and Struyf, 2012;Romito, 2019;Lai-Yeung, 2014;Lam and Hui, 2010;Owino and Odera, 2014;Zaunstöck, et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The variability of results around the image that teachers have of the guidance processes may have its origin in the ignorance of the role and functions of the guidance counselor (Ceulemans, Simons and Struyf, 2012;Lam and Hui, 2010;Romito, 2019;Zaunstöck, et al, 2021). There are various difficulties when it comes to being able to carry out the tutoring functions, such as the shortage of time and resources, the low interest in assuming the tutoring and guidance tasks, as well as the scarce training received (Álvarez-Justel, 2017;Finney and Philpott (2010); González-Álvarez, 2019;Hipkiss and Pernilla, 2018;Lai-Yeung, 2014;Lam and Hui, 2010;López-Torrijo and Mengual-Andrs, 2015;McFarlane, 2016;Owino and Odera, 2014;Zaunstöck, et al, 2021). These aspects can contribute to this negative vision.…”

Section: The Role Of the Tutor Teaching Staffmentioning

confidence: 99%

“…Nevertheless, this training is key within the framework of the competences of the teaching staff (Baugh, 2018;Zyma, Lu and Vasko, 2015). Other studies have shown that part of the teaching staff is unaware of the functions of the counselor and their role in an educational center (Ceulemans, Simons and Struyf, 2012;Lam and Hui, 2010;Romito, 2019;Zaunstöck, et al, 2021). This study focuses on the case of the University of La Laguna.…”

Section: Introductionmentioning

confidence: 98%

“…But, from our point of view, this is insufficient. One of the main training shortcomings of teachers is related to the tutorial function (Álvarez-Justel, 2017;González-Álvarez, 2019;Lai-Yeung, 2014;Chan, 2010;Zaunstöck, et al, 2021). Nevertheless, this training is key within the framework of the competences of the teaching staff (Baugh, 2018;Zyma, Lu and Vasko, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Perception of the students of the Master in Teacher Training of the University of La Laguna on training in competences for educational guidance and the tutorial function

et al. 2022

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The present work aims to explore the knowledge that the students of the Master’s Degree in Teaching at the University of La Laguna have about the functions of educational guidance and their role as teachers and tutors. To this end, this paper presents a review of the role of educational guidance in a Secondary Education center and the role of the tutor. Teachers’ perception of the educational guidance and tutorial function, its importance and difficulties, and the evolution of initial training until reaching the current Master's degree is also presented. In addition, a mixed methodology is used, focused on a documentary analysis of the Title Verification and the teaching guides, a focus group interview, and a questionnaire on the self-perception of students of the competences in tutoring and educational guidance. The results show that students consider that the Master’s program does not include sufficient training with respect to their tutoring and mentoring functions. Finally, the conclusion is reached that the students do not consider themselves prepared to exercise the tutorial function and proposals are suggested to improve this training.

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Section: Discussionsupporting

confidence: 87%