Extended business work placements for teachers: between lived experience and barriers to professionalisation

Zaid, Abdelkarim; Champy-Remoussenard, Patricia

doi:10.1080/02619768.2015.1022646

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…Darling-Hammond et al, 2017 ; Guskey, 2002 ) and development of teachers’ pedagogical content knowledge (Shulman, 1986 ; Uzzo et al, 2018 ). However, there is limited focus on professional learning opportunities for teachers in industry or other non-school based placements (Perry & Ball, 1998 ; Zaid & Champy-Remoussenard, 2015 ). According to White et al ( 2018 ), school-industry engagements offer increased authentic learning opportunities, and can enable school-to-work transitions.…”

Section: Introductionmentioning

confidence: 99%

STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review

Hurley

Butler

McLoughlin

2023

Journal for STEM Educ Res

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Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service teacher education or as part of their professional learning as in-service teachers. This systematic review of literature examines programmes which offer either pre-service or in-service teachers immersive learning experiences through placements in STEM roles in business or industry. A total of nine papers were identified in this review, featuring three unique programmes—one in the UK for pre-service teachers, and two in the USA involving in-service teachers. The findings indicate a variation in motivation and structures across the three programmes. The influence on teachers’ personal and professional development, and their intentions to change their classroom practices or behaviours to incorporate more ‘real-world’ contexts into their STEM learning activities, inspired by their experiences in industry, is discussed. This study presents recommendations for the design and implementation of immersive learning placements in industry to support STEM teacher professional learning, as well as suggestions for further studies to examine the influence on their classroom practice.

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Section: Introductionmentioning

confidence: 99%

STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review

Hurley

Butler

McLoughlin

2023

Journal for STEM Educ Res

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“…An example of such a programme for vocational teachers situated in the industry world is 'work placement', a continuing professional development programme where vocational teachers can deepen their understanding of the industry through authentic experience. The literature indicates that work placement has been the most prevalent programme for vocational students to develop their occupational competence, and therefore it is also considered valuable for vocational teachers' professional development and advocated by policymakers (Andersson and Köpsén 2015;Zaid and Champy-Remoussenard 2015). To date, work placement has been implemented in many countries, such as England, Finland, Sweden, France, Australia, and China, using different labels, like industry release in Australia and hands-on programmes in England (Schmidt 2019;Lloyd and Payne 2012).…”

Section: Introductionmentioning

confidence: 99%

“…To date, work placement has been implemented in many countries, such as England, Finland, Sweden, France, Australia, and China, using different labels, like industry release in Australia and hands-on programmes in England (Schmidt 2019;Lloyd and Payne 2012). The value of work placement for vocational teachers has been illustrated in the recent literature (Andersson and Köpsén 2015;Zaid and Champy-Remoussenard 2015). Little is known, however, about how vocational teachers' learning takes place and what changes occur in their mind and school practice related to the context of work.…”

Section: Introductionmentioning

confidence: 99%

Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes

Zhou

Tigelaar

Admiraal

2021

Studies in Continuing Education

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This study provides an insight into the professional development of vocational teachers within the context of work placement, a continuing professional development programme situated in the industry. Learning goals, activities, and outcomes have been described based on vocational teachers' learning experiences in this programme. We conducted interviews with 27 secondary vocational teachers from China and 5 of these participants completed digital logs. Seven categories of learning activities were identified, of which learning from others with and without interaction were the most common categories, while mentoring was more frequently perceived as an important category than others. Moreover, there were 8 types of learning goals and 12 types of learning outcomes reported. The participants preferred teaching and working knowledge and skills as their learning goals more than beliefs and attitudes with respect to learning from work placement. Intentions for teachers' practice were concentrated on the school, collegial, and classroom practice levels. Regarding the perceived relationship between learning activities and outcomes, mentoring and learning from others with interaction were connected with all or almost all learning outcomes. The occupational knowledge and skills were frequently generated from all identified activities except reflecting. Limitations and theoretical and practical implications are discussed.

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“…The lack of experience leads to students that are incompletely trained in industrial skills. Some researchers emphasize industrial experiences to provide faculty with the means to develop successful curriculum [14] that supports industry [15], while others have focused efforts in getting to the root of the problem [16].…”

Section: Literature Reviewmentioning

confidence: 99%

STEM Educators: Who Are They?

Lucietto

Russell

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Engineering, and Mathematics) education is often touted as the way for students to succeed, for corporations to move forward, and to gain prominence in the world economy. With all this promotion, do we know who is teaching these subjects to our students? This question urged researchers to develop a survey and distribute it to those teaching STEM subjects. The survey collected a variety of information, the results of the demographic section being reported here. The survey responses are from a population of STEM educators teaching at all levels, found to be male and generally teaching in engineering technology programs. The authors offer that an understanding of basic demographics including information concerning formalized training and degrees is necessary to provide the groundwork for areas of future study.

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Extended business work placements for teachers: between lived experience and barriers to professionalisation

Cited by 5 publications

References 8 publications

STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review

STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review

Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes

STEM Educators: Who Are They?

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