Practice Of Vocational Education Research Articles

PECULIARITIES OF MOTIVATION OF EDUCATIONAL AND PROFESSIONAL ACTIVITY OF EDUCATORS WITH DIFFERENT STYLES OF COGNITIVE ACTIVITY

The article presents an analysis of the current state of the problem of the formation of cognitive activity of applicants for higher education, the insufficiency of its development in the theory and practice of vocational education. The development of cognitive activity contributes to the formation of a positive attitude toward theoretical knowledge, educational and professional activities, the acquisition of practical skills, the formation of professional and personal qualities of applicants, their motivational, cognitive and organizational readiness for professional self-education, creating the basis for the development of an individual style of professional activity, ensuring professional mobility of the future specialist.An empirical study of the characteristics of educational and professional motivation of applicants for higher education with different styles of cognitive activity allows us to state that the subjects have divergent, accommodative and assimilative styles of cognitive activity, among which divergent and accommodative ones predominate. The leading motives for the educational and professional activity of applicants with a divergent style of cognitive activity are the acquisition of knowledge, obtaining a diploma, the desire to become a highly qualified specialist, and achieving the approval of parents and others. For applicants with an accommodation style – the acquisition of knowledge, obtaining a diploma, the desire to become a highly qualified specialist, ensuring the success of future professional activities, acquiring deep and strong knowledge. Applicants with an assimilating style of cognitive activity have mastered a profession, received a diploma, successfully continued their studies in subsequent courses, and successfully passed exams. Thus, it has been proven that a different style of cognitive activity has a significant impact on educational and professional motivation. When organizing the cognitive activity of applicants for higher education in order to activate it, it is necessary to take into account the following individual psychological characteristics of a person: temperament, which manifests itself primarily in the style of activity; degree of education – the level of development of intellectual abilities, one’s own experience in the knowledge of the world around; cognitive styles, intellectual lability; the dominant type of perception of information: visual (visual), auditory (auditory), kinesthetic; motivation of cognitive activity; manifestation of will; relationships with teachers, fellow students; emotional state, ability to self-organize.
 Keywords: motivation of educational and professional activit; applicant of higher education; cognitive activity; style of cognitive activity; activity style; cognitive style; education; higher education.

LABOR MARKET REQUIREMENTS AND KEY TRENDS IN THE FORMATION OF “QUALITY” FUTURE SPECIALIST OF THE SECOND AND THIRD LEVELS OF PREPARATION FOR PREPARATION SPECIALTIES 011 “EDUCATIONAL, PEDAGOGICAL SCIENCES”

the article is dedicated to the topical problem of forming a “quality” future teacher-leader in the conditions of Master’s and postgraduate studies under the specialty 011 “Educational, pedagogical sciences”. The essence of the term “quality seeker for higher education” in the dimension of the theory and practice of vocational education is defined. Based on the defined labor market requirements to the skills of modern specialists in higher education and experimental data on the experience of undergraduate and graduate students training under the specialty 011 “Educational, pedagogical sciences” in NTU “KhPI”, key trends in future lecturers training are identified and substantiated. It is proposed to consider and implement in the university the prospect of increasing the level of professional competence of lecturers of non-pedagogical profiles.

Practical subjects in the vocational curriculum: A critical review of the literature

There is a growing number of studies in the field of vocational education and training, but not many focus on the practical subjects that prepare students for transition to workplaces. This critical review of the literature on practical subjects in vocational colleges set out to contribute to debates on the relationship between theory and practice in vocational education through a particular focus on the knowledge forms that are evident in curricular and pedagogical practices in practical subjects. The critical review identified the conceptual, procedural, technical, and contextual forms of knowledge in practical tasks and activities. Based on these findings and drawing on the concept of semantic gravity in Legitimation Code Theory, we found stronger and weaker forms of semantic gravity in practical knowledge and propose that strengthening and weakening semantic gravity through the purposeful selection and sequencing of tasks and activities enables cumulative knowledge building towards competent practice.

Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

PurposeThis paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.Design/methodology/approachThe authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.FindingsIn Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.Research limitations/implicationsImplications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.Practical implicationsThe findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.Originality/valueThe authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

The categorical framework of the theory of the formation of communicative creativity of university students

The role of communication, the specifics and flow of communication processes and, accordingly, the requirements for their participants, is increasing in modern society and in all spheres of professional activity. In this connection, the problem of the formation of the communicative creativity of students at the stage of professional training at the university is actualized. At present, this aspect of the vocational training of students in technical areas lacks attention both in theory and in the practice of vocational education. The article examines the theoretical foundations of the theory of the formation of the communicative creativity of university students, interpreted as a set of interrelated and interdependent components that represent a certain integrity based on the use of a set of scientific approaches: systemic, participatory and discursive, implemented on the basis of the principles: transformation of cognitive content into emotional, freedom choice of communications, social reinforcement of creative behavior. The scientific approaches considered in the article were the theoretical foundations for the development of the theory of the formation of the communicative creativity of university students. The materials of the article are of practical value for organizing the process of vocational training in the context of the development of the communicative creativity of students.

The influence of Worldskills technologies on the formation of professional competence of college students

The international experience shows that the mechanism of the WorldSkills competitive movement contributes to the development of the vocational education system. The study aimed to consider the Russian competition movement Worldskills Russia (WSR), as part of the international movement in terms of research problems: what is the pedagogical potential of WSR technologies and how effectively it provides the formation of the necessary professional and general competencies of students of secondary vocational institutions in blended learning (for example, medical college). The subject of the analysis was Russian and foreign research related to the formation of the competition movement; special attention was paid on materials that reveal the use of WSR technologies in educational institutions of the secondary vocational education system. The questionnaire was used to get students’ vision of WSR, their motivation for participating in the WSR. It was determined that the development processes of WSR included: the formation of the legislative framework; the allocation and use of significant state budget funds for professional training of teachers with the receipt of certificates of WSR Experts; significant costs for conducting exams according to the WSR standard, aimed at increasing the competitiveness of specialists for the innovative economy of the Russian Federation. A survey of medical college students shows that the involvement of the student audience in professional competitions is not ubiquitous; only 24.6% of first-year students of the first-year vocational education system are informed about the WSR movement. Only 16.9% of students were motivated to participate in Worldskills competitions. The integration of Worldskills technologies into the educational process in the blended learning model, along with project activities, ensures the formation of the necessary professional and general competencies of students of secondary vocational institutions. Methodological guidelines for the practice of vocational education in preparation for Worldskills require the solution of a set of related pedagogical and didactic problems. The research results can be used in the educational process of the secondary vocational education system.

Teachers’ Readiness to Develop Students’ Moral Concepts in Innovative Educational Contexts

Introduction. The development of students’ moral beliefs about the world is an essential component in the process of moral education. Various issues concerned with the transmission of moral and ethical values across generations are investigated in the theory and practice of vocational education. However, the problem of teachers’ value perceptions about the world as a means of developing students’ value systems has attracted little research attention. For the first time, this study aims to identify the levels of teachers’ value perceptions about the world as their most important competence in developing students’ moral beliefs. Materials and Methods. The research sample included 216 teachers from different regions of the Russian Federation. On the basis of a review of available scientific publications, a theoretical analysis and systematization of Russian and foreign experience in the moral and ethical development of school-age students was carried out. The empirical research consisted in a survey aimed at revealing the respondents’ attitude towards improvement of their professional competencies in the field of moral and ethical education. The teachers’ value perceptions about the world were identified using two series of the projective technique “Incomplete sentence...”. Results. The conducted empirical research confirmed the hypothesis that teachers’ competence in implementing the moral and ethical education of schoolchildren is based on their existing value systems. An analysis of the respondents’ beliefs about objects and facts of reality from the standpoint of their own value system allowed two levels of value perceptions to be revealed: value-associative and meaning-generating, which differ in the nature of the moral categorization of objects and phenomena of the world. Discussion and Conclusion. The study confirmed the significance of teachers’ professional and personal competences in developing students’ moral and ethical values. The findings can be of interest for teachers, tutors, psychologists, professors and those investigating various aspects of the process of forming students’ moral values.

Problems of future development of science in the field of management of educational institutions and their solutions

Education in the world, especially in developed countries, including vocational education, innovations in this field, research work is being studied in our country, as in all countries, and their experience is being applied in practice. Along with the relevant organizations of these countries, international organizations are working to implement the results of research on the study of best international practices in vocational education in the global educational process. The future of any society is determined by the level of development of the education system, which is an integral part of it and a vital aspect. Today, reforming and improving the system of continuing education in our country, which is on the path of independent development, raising it to a new level of quality, the introduction of advanced pedagogical and information technologies and improving the efficiency of education has become a state policy. The adoption of the Law on Education and the National Training Program laid the foundation for modern training through the system of continuing education

De fem A’er: En evalueringsmodel for læreprocesser på erhvervsuddannelserne

This article develops the contours of a new Five A-model for assessment practices in vocational education. The model develops a combination of the Five A-model taken from creativity research with empirical studies of vocational education. The rationale is to create a basis for description, analysis and development of assessment in vocational education. The Five A-model presents a heuristic method used to describe and reflect on basic assessment practices in vocational education studying the simultaneously related and dynamically interacting role of respectively actors, action, audiences, artefacts and affordances for assessment. On this basis, the article asks not only how research on assessment developed vital distinctions between summative and formative assessment, but also how the idea of formative assessment can be a vehicle to further development of artefacts supporting boundary crossing between schools and learning in the workplace, and furthermore, how apprentices can take responsibility for their own assessment actions. Assessment practices are never neutral, but they contribute in themselves to the valorisation of particular practices, which is why researchers and practitioners in the field must continuously ask critical questions related to the consequences of assessment.

Study of students’ experiences of air conditioning practices in vocational education

The purpose of this study is to determine the experience of students doing air conditioning practicum in vocational education. Practicum activities which are the focus of this research are practicum objectives, preparation of practicum, conditions and number of practicum tools, practicum time, practicum implementation process, competence of lecturers and laboratory assistants, and practicum evaluations. This study used a qualitative method with research participants being students in the refrigeration and air conditioning expertise at a state university in Bandung. The informants involved in this study were seven students who had carried out the air conditioning practicum for in-depth interviews. The FGD (focus group discussion) interview method is used to get general information and individual interviews to get more specific data. The results of this study are expected to provide accurate information about the practicability of student practicum so that better improvements can be made in the future. The implementation of an ideal practicum will support students to develop hands-on and minds-on.

On the Development of Higher Vocational Education from the International Perspective

With the support of appropriate political and economic system, China's higher vocational education continues to push forward the education reform, optimize the education structure, and gradually clarify the development path in many directions. Based on the international perspective, combined with the practice of vocational education in Germany and Singapore, this paper makes some contributions to the development of world-class higher vocational education with Chinese characteristics: building a complete vocational education system with lifelong education thought and vocational ability training as the center; improving laws and regulations to promote the convergence of vocational education and industry; activating the main body of vocational colleges We should strengthen the practical operation ability of teachers, build a team of double qualified vocational education, guide the "work project" to activate the curriculum and internalize the theoretical knowledge in practice. In the magnificent development of China's reform and opening up, the development focus of vocational education has gradually changed from the denotative development to the connotative construction, and a development path with Chinese characteristics has emerged.

Impact of Digital Technologies on the Competitiveness and Professional Education of High School Students in the usa and Singapore

Introduction. The relevance of this problem lies in its insufficient study in comparative pedagogy. Modern society in many countries of the world, based on market relations, seeks to create an environment with the widespread use of information technologies, makes high demands on school graduates who must be ready to realistically assess the level of their abilities and social skills, make an informed choice of their future profession, and competently build communication with social institutions and employers. The purpose of the article is to identify and characterize the impact of digital technologies on the competitiveness and vocational education of high school students in the economically developed countries, such as USA and Singapore. Research methodology and methods. Analysis of scientific literature, initiatives and projects in the two studied countries in the field of introducing digital technologies into the practice of vocational education showed the feasibility of introducing new technologies and forms of organizing training. Research results. The article emphasizes that the emergence of new digital technologies and the pandemic in early 2020 have fundamentally changed the usual patterns of behavior and practice in every country. In the United States, in 2020, due to Covid-19, the “Workplace” simulator model has become widespread, allowing high school students to acquire work skills in selected clusters (specialties) as successfully as if they worked in a real workplace, and in Singapore new technology of 3D virtual reality contributed to the acquisition of professional competencies by high school students and to increase their competitiveness. Conclusion. The study of the impact of the introduction of digital technologies in the professional education of students in the United States and Singapore is of important, not only theoretical, but also practical value, since it contributes to the competitiveness of graduates of educational organizations.

Lessons from the welding booth: theories in practice in vocational education

This article reports results from a Learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school. During three iterative cycles, two different theories (Conversational Analysis and Variation Theory) have gradually been incorporated when teaching how to TIG-weld. Through concrete empirical examples from video recorded lessons the article explores how these theoretical perspectives (termed CAVTA) can be used together and integrated in practice when analysing the teaching and learning processes that take shape when teacher and students interact in relation to the object of learning to TIG-weld, and how these theories can be used as didactical tools. The analyses highlights concrete changes in the teacher’s teaching, and it is argued that the approach used in the study can lead to a development where we can find forms for teaching specific subject content within vocational education.

Vocational education for people of the third age

Introduction. According to the concept of lifelong learning, vocational education system should cover all age categories of working population, including people of the so-called “silver age” (people of the third age). However, in reality, the proportion of citizens over 45 years involved in continuing vocational training is very small, as the current system does not meet their specific needs. Meanwhile, for many representatives of this social community, the continuation of education, the renewal of knowledge, the acquisition of new qualifications or specialties are now becoming a chance to promote an individual’s employability over a lifetime in a rapidly changing labour market and an unstable “life market”. The aim of the article is to identify the opportunities and barriers to the inclusion of “silver age” people in the practice of vocational education, taking into account the positions of all key actors – the senior generation of Russians, the state, employers and educational organisations.Methodology and research methods. The work was based on the methodological framework of three theories: continuous education, third age, social community. The empirical material was collected through the following methods: the analysis of educational and demographic statistics (2015–2018); the analysis of the content of recruitment agencies’ websites and media publications devoted to the problems of the “silver” labour market; the secondary analysis of sociological data; the survey ofSverdlovsk region residents aged over 45 years old in February – March 2019.Results and scientific novelty. The structure and a number of qualitative characteristics of Russians of the elder generation are clarified. The authors give the definition of the concept of social community of “silver age” people (“third age” people), including the group of pre-pensioners. A new interpretation of this category of citizens allowed the authors to reevaluate the old options and to identify the new options for vocational training for “silver age” people. The problems and trends revealed in the course of the survey in this professional training niche of a particular Russian region were focused on the all-Russian situation. Critical differences between the requests for “silver” vocational education from older people, state, educational organisations and employers are identified. The contradictions and necessity of purposeful formation of educational needs and strategies of people of the “third age” are demonstrated. The state and prospects of development of various types and forms of “silver” professional education are described; the conditions of its transformation into a resource of active ageing are formulated.Practical significance. The urgency and relevance of adjusting the content and specific tasks of educational policy of the state aimed at the older generation of citizens have been scientifically proved. It is planned to create and improve training programmes for older people, implemented by various educational structures. Such programmes and research findings can serve as a basis for developing human resources strategies for older people both in government and commercial organisations.

Tricks of the trade or situated literacy – disciplinary reading literacy practices in vocational education

In upper secondary school vocational education in Sweden practices of reading is an integrated part of teaching in vocational subjects. This study aims to gain a deeper understanding of vocational reading literacy practices, and how reading literacy practices are recontextualised into upper secondary school contexts. Three subsequent research questions specify the study: What kinds of texts are used? How is reading done and talked about? What purposes for reading (why) emerge? Theoretically, the study draws from New Literacy Studies (Barton, 2007). Nine vocational teachers were interviewed regarding reading in childcare, technical, culinary, and industrial vocations. The informants were also observed when teaching in four student groups in three upper secondary schools. Analyses were made of text categories, genres (Rose & Martin, 2012), reading literacy events, text movability (Hallesson & Visén, 2018; Liberg et al., 2012), and reading types (cf. Rosenblatt, 1995). The results reveal a wide range of text categories, from general to specialised texts, specific practice-oriented reading events, reading types that differ depending on vocational context. A conclusion is that disciplinary reading practices in vocational contexts are complex and require critical readers. Therefore, further knowledge of reading in vocational education might contribute to the teaching of disciplinary reading literacy in upper secondary vocational education.

Experimental analysis of integration processes practice in vocational education and training

Experimental analysis of integration processes practice in vocational education and training

Methodological Foundations Of Communicative Creativity System Development Among University Students

In modern society and in all areas of professional activity, they increase the role of communication, the specificity and course of communicative processes, and, accordingly, the requirements for their participants. In this regard, the problem of students' communicative creativity development at the stage of vocational training at a university is being updated. It should be noted that at present, due attention is not paid to this aspect of vocational training of students in technical areas neither in theory nor in the practice of vocational education. The article discusses the methodological foundations of communicative creativity system development for university students, interpreted as a set of interconnected and interdependent components that represent a certain integrity, based on the use of a set of scientific approaches: systemic, participatory and discursive, implemented on the basis of the principles of cognitive content transformation into emotional, free communication choice, and creative behavior social reinforcement. The scientific approaches considered in the article were the methodological foundations of a system development for the formation of communicative creativity among university students. The materials of the article are of practical value for organizing the training process in the context of students' communicative creativity development.

ICMLS version 3.0 as a prototype of bio-communication model for revolutionary human numerical competences on vocational education practices

The research focusing on the development of “ICMLS version 3.0 (Integrated Communication Mobile Laboratory Simulator)” is a study that aims to produce human learning innovations that have shifted from Human Communication to Human Numerical. Prototype ICMLS 3.0 has integrated artificial intelligence with aspects of creativity supported by a model of findings of Bio-communication. Through R & D research and development methods, ICMLS version 3.0 products are produced through the support of industrial partners so that the quality and quantity can be felt by all SMKs in the world. This Prototype can accommodate practicum and student competency test. The results of the experimental results of Vocational students from 8 Vocational Schools have been shown to increase the average student competency test in 10 competency tests from 75.13 to 85.53.

A produção de vídeos tutoriais como recurso didático: uma experiência com alunos do médio integrado no componente curricular Desenho

This study deals with teaching and learning practices in vocational education and training (VET) in the Brazilian context. The objective of the research was to problematize the production of tutorial videos, as didactic resource - pedagogical, in the discipline “Drawing”, in a class of a higher secondary technical-professional education course. This is a particularly interesting topic due to the lack of teaching materials related to VET and the difficulties of using manual technical drawing instruments (and procedures execution ) observed in this discipline. The qualitative study adopted the action research method and was structured in three stages: video production, analysis of the video production process and intervention analysis. Held at the Federal Institute of Alagoas, Santana do Ipanema Campus, the research was carried out with students from the 1st grade of the Technical Course in Agriculture. Data collection focused on the written record and the application of two questionnaires: before and after the videos were produced. Participants rated positively the teaching experience they had. Our reflections suggest integration between the production of tutorial videos and the development of reflective teaching and learning practices. Thus, it is believed that the production of tutorial videos was positively constituted as a relevant didactic-pedagogical resource to the discipline “Drawing”.

Exploring agricultural vocational pedagogy in Uganda: students’ experiences

ABSTRACTIncreasingly studies claim that building young people’s vocational interest in agriculture, as a sector of meaningful employment, is a central dilemma of Africa’s education and labour market systems. With Ugandan students’ voices, this article examines some of the methodological dilemmas of agricultural education and training. The article draws from evidence generated through a qualitative case study of a public agricultural college. We undertook the study in line with our conceptual argument for mainstreaming young people’s voices in the search for solutions to improve agricultural education practice. The study explored and analysed students’ experiences and perceptions of the college’s vocational pedagogy. Findings that uncover weak agricultural vocational pedagogy at the case study college are analysed and discussed to inform our recommendation for the embedding of craftsmanship virtues in vocational education practice to optimise students’ achievement.