Literaturnachweis - Detailanzeige
Autor/inn/en | Hofmann, Claudia; Stalder, Barbara E.; Tschan, Franziska; Häfeli, Kurt |
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Titel | Support from Teachers and Trainers in Vocational Education and Training: The Pathways to Career Aspirations and Further Career Development |
Quelle | 1 (2014) 1, S.1-20 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2197-8646 |
Schlagwörter | Foreign Countries; Vocational Education; Teacher Student Relationship; Vocational Education Teachers; Occupational Aspiration; Career Development; Structural Equation Models; Longitudinal Studies; Apprenticeships; Self Esteem; Self Concept; Education Work Relationship; Learning Problems; Young Adults; Surveys; Social Support Groups; Skills; Switzerland Ausland; Ausbildung; Berufsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbilder; Berufsneigung; Berufsziel; Berufsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Apprenticeship; Lehre; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Lernproblem; Young adult; Junger Erwachsener; Survey; Umfrage; Befragung; Social support; Soziale Unterstützung; Skill; Fertigkeit; Schweiz |
Abstract | Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VET-companies, provide important support. We were interested in the different pathways from this support to apprentice's career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company) and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |