Teachers’ Perceptions of Teaching in Workplace Simulations in Vocational Education

Abstract

In a large-scale top-down innovation operation in the Netherlands, workplace simulations have been implemented in vocational schools, where students are required to work independently and self-direct their learning. However, research has shown that the success of such large-scale top-down innovations depends on how well their execution in schools matches the theoretical plans and goals. Given that teachers play a crucial role in translating innovative concepts to educational practice, their perceptions of teaching in these environments may provide useful information about how to best match the goals of workplace simulation to its execution. In this interview study, we therefore focussed on teachers' views of designing instructional material and providing pedagogical guidance in workplace simulations. Twenty teachers belonging to six teams participated. The results reveal that teachers face difficulties on both aspects and it became clear that the top-down innovations influenced their daily practice. Old routines and spontaneous and immediate reactions determined much of the teachers' approaches to implementation, and it appeared that they were not yet sufficiently prepared to help students develop metacognitive skills. Furthermore, self-regulation and self-direction among students are not sufficiently promoted and supported in workplace simulations. Teachers often experienced a deep conflict between maintaining control and letting go. Our results point out that teachers need to be supported and guided during the implementation process of any top-down innovation, so that they learn how to adjust their teaching to the new requirements of workplace simulations. It seems important to ensure that teachers are also well skilled for reflecting on their own practices.

The Challenge of Vocational High School Teachers in Indonesia

“…This network is a bridge-builder between changes in regulatory, normative and cultural-cognitive institutions. The same statement also declared by Jossberger that top-down innovation influences teachers practice in vocational school [15]. Applying technology in education needs a proper strategy.…”

Multilevel design considerations for vocational curricula at the boundary of school and work

“…Several studies have focused on the first category of designs, that is, on designs based on school-work alignment, for instance, by presenting ways to improve alignment during apprenticeships or internships (Choy, 2018;Fjellström & Kristmansson, 2019;Messmann & Mulder, 2015;Poortman et al, 2014). Attention has also been paid to the more integrative categories of designs: studies have presented insights into designs based on incorporation, such as workplace simulations (Jossberger et al, 2015) and hands-on simulations (Khaled et al, 2016) and into designs based on hybridization, for example, concerning the hybrid nature of vocational curricula (Zitter et al, 2016) and design principles for hybrid learning configurations (Cremers et al, 2016). Although these studies present relevant design frameworks, they do not uncover considerations of designers as such.…”

Simulation-based training in VET through the lens of a sociomaterial perspective

“…Studies have also shown that students could have problems in seeing and understanding the consequences of their actions when working with simulators (Leiberg, 2005). Therefore, the vocational teachers need to pay attention to and discuss students' actions and mistakes, in order for students to learn (Berglund, 2004;Jossberger et al, 2015).…”

“…Motola et al, 2013;Rudolph et al, 2006), since it is a way to bridge the gap between experiencing an event and learning from it (Hansson, 2004). Studies emphasise the teachers' role in planning and organising reflection, since it will influence the learning process and outcome (Dieckmann et al, 2009;Jossberger et al, 2015;Nyström et al, 2016a). However, various studies also show that teachers do not include reflection as a self-evident part of the training (Husebø, Dieckmann, Rystedt & Friberg, 2013;Jossberger et al, 2015).…”

“…Studies emphasise the teachers' role in planning and organising reflection, since it will influence the learning process and outcome (Dieckmann et al, 2009;Jossberger et al, 2015;Nyström et al, 2016a). However, various studies also show that teachers do not include reflection as a self-evident part of the training (Husebø, Dieckmann, Rystedt & Friberg, 2013;Jossberger et al, 2015). Therefore, it is necessary to develop an analytical framework for probing questions in order to facilitate deeper reflection on learning (Husebø et al, 2013).…”