Literacy and Numeracy Support in Vocational Education: Perceptions from Engineering Apprentices in Victoria

Autor/inn/en	Levy, Stuart; Briede, Michelle; Frost-Camilleri, Liam
Titel	Literacy and Numeracy Support in Vocational Education: Perceptions from Engineering Apprentices in Victoria
Quelle	In: Issues in Educational Research, 31 (2021) 3, S.891-913 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Literacy; Numeracy; Foreign Countries; Vocational Education; Engineering Education; Apprenticeships; Reading Skills; Writing Skills; Mathematics Skills; Learning Strategies; Student Attitudes; Teacher Role; Vocational Education Teachers; College Faculty; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Ausbildung; Berufsbildung; Ingenieurausbildung; Apprenticeship; Lehre; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Lehrerrolle; Ausbilder; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This research explored how engineering apprentices at an Australian TAFE institution perceive their supported acquisition of literacy and numeracy skills. Using a mixed methods approach, 56 apprentices completed questionnaires with nine participating in subsequent interviews. The study identified apprentices' perceived ability levels in reading, writing and numeracy, learning strategies they employed, and literacy and numeracy support they found most helpful. Findings provide insight into apprentices' approaches to learning, many of whom struggled to articulate how they acquired the literacy and numeracy skills for their studies and employment. Participants primarily focused on navigation of coursework and reading demands while reporting similar learning strategies. Literacy and numeracy support (LNS) teachers were considered helpful for others, with clear distinctions between the trade teacher/trainer and LNS teacher. Agitation with the self-paced nature of the classroom and a mismatch between study and workplace was also highlighted. This research suggests greater awareness of how apprentices learn would support literacy and numeracy skills development without reinforcing a deficit discourse. New approaches to develop apprentices' learning strategies within the wider dialogue of literacy and numeracy acquisition is recommended. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01