Understanding Vocational Teachers' Professional Development in Work Placement: Learning Goals, Activities, and Outcomes

Autor/inn/en	Zhou, Na; Tigelaar, Dineke E. H.; Admiraal, Wilfried
Titel	Understanding Vocational Teachers' Professional Development in Work Placement: Learning Goals, Activities, and Outcomes
Quelle	In: Studies in Continuing Education, 45 (2023) 1, S.18-36 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Na) ORCID (Tigelaar, Dineke E. H.) ORCID (Admiraal, Wilfried)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2021.1960496
Schlagwörter	Vocational Education Teachers; Faculty Development; Job Placement; Learning; Objectives; Continuing Education; Foreign Countries; Outcomes of Education; Teacher Attitudes; Preferences; Teaching Skills; Skill Development; Pedagogical Content Knowledge; Learning Activities; Secondary School Teachers; China + Suchen Sie Ihr Suchwort? Ausbilder; Employment service; Employment services; Arbeitsvermittlung; Lernen; Goal definition; Zielsetzung; Weiterbildung; Ausland; Lernleistung; Schulerfolg; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Pädagogische Kompetenz; Lernaktivität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01