Senior Secondary Vocational Education Research Articles

Vocational knowledge development during teacher-student interactions: exploring vocational conversations

Vocational education aims to enhance students’ vocational knowledge development. However, which pedagogies enhance such development is not self-evident. This article therefore explores vocational knowledge development during vocational conversations between teachers and students. Vocational knowledge development is viewed here from a cultural-historical stance, referring to its situated and social nature. The study is conducted in senior secondary vocational education in the Netherlands, in the domain of Sport Instruction. Four types of vocational conversations were identified, namely: performance-oriented conversations, concept-informed conversations, problem-based conversations and professional identity conversations. The conversations differ in their meaning, nature and context. Meaning refers to the vocational content of the conversations, nature to the way the conversations are regulated and context to characteristics of the learning environment and practical circumstances. Performance-oriented conversations and problem-based conversations were most frequently observed. Implications of these results are discussed from the perspective of teachers in their role as significant other.

Profiles in Teachers' Value-Based Tensions in Senior Secondary Vocational Education and Training

Context: With an increase in cultural diversity in many countries, schools and teacher educators are grappling with the question of what this diversity might bring in vocational education, and how teachers can be prepared to work with this diversity. In order to train and empower teachers who experience tensions because of culturally diverse student populations, it is useful to know whether teachers do have different needs to work with this diversity. This study reports on profiles in teachers' experience of value-based tensions (professional ethics and stance, diversity and communality, respect, personal autonomy, and justice) teaching in culturally diverse classes of Senior Secondary Vocational Education and Training (SSVET).Methods: This study relied on data from a questionnaire completed by 891 teachers from 20 culturally diverse SSVET schools in the Netherlands. A Hierarchical Cluster Analysis was performed to identify subgroups of teachers that have a similar pattern of responses (profiles) with regard to the different value-based tensions they experienced. Subsequently, the association of the distinguished profiles with the competence elements (knowledge, skills and attitudes) was examined with ANOVA. Lastly, the P-value of the Pearson Chi-Square was examined through cross-tabulation analysis to determine whether the associations between the distinguished profiles and personal and contextual characteristics were statistically significant. Findings: Hierarchical cluster analysis identified three profiles suggesting that teachers experienced all tensions more or less to a certain degree: Relaxed, rarely tense, or reasonably tense. "Professional ethics and stance" tension was the most frequently experienced value-based tension in all three profiles. The profiles were related to teachers background characteristics. The teachers with a reasonably tense profile work mainly in the lower levels of the SSVET. These teachers reported to have had more training on the topic of multicultural education. Teachers with relaxed profile reported having fewer skills than teachers with medium and reasonably tense profiles. Conclusion: The current study suggests that the culturally diverse student population creates tensions for teachers in SSVET and - depending on the type of profile - for some teachers more than others. The most frequently experienced tension on professional ethics and stance in all profiles confirms that all teachers experience conflicts with regard to their own norms, values and convictions and those of their students on the one hand, and the standards of the labor market with its own specific requirements for professional ethics and stance as a third party on the other. For teacher educators, the profiles can be useful as a reflection tool during study and professional development, as different groups of teachers have been distinguished and some groups need extra training in all the tensions. In SSVET, teachers with the different profiles could support each other in the process of coping with the value-based tensions.

Tensions experienced by teachers of Dutch culturally diverse senior secondary vocational education and training: An exploratory study

AbstractSenior secondary vocational education and training (SSVET) is highly culturally diverse, with a majority of students having an immigrant background. Teachers in culturally diverse classes are more often confronted with tensions in their daily practice and they are uncertain of how to manage these tensions. This exploratory study investigated what value‐based tensions teachers encountered when teaching in culturally diverse SSVET classes. Furthermore, the reported tensions by teachers were examined in terms of (inadequate) knowledge, skills and (hindering) attitudes as a possible cause to deal effectively with the experienced tensions. We collected interview data from 16 SSVET teachers from five schools, each with more than 60% of students with immigrant backgrounds. The results showed that most of the value‐based tensions that the SSVET teachers encountered were related to the intercultural loaded values diversity and respect. Next to tensions related to values also found in prior research, teachers additionally reported tensions with regard to professional ethics & stance of students, which seems unique to SSVET. Most experienced tensions were perceived as being caused by self‐reported lack of skills. Less often, teachers experienced a shortage of knowledge or hindering attitudes when faced with these tensions in culturally diverse SSVET classes.

Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.

Development of motivation in first-year students in Dutch senior secondary vocational education

This study examined the development in motivation for school in students in senior secondary vocational education and factors related to this development. There have been many concerns about a decline in motivation after school transitions. Little about this subject is known in relation to the transition to senior secondary vocational education. Knowledge about this is necessary, as the decline is expected to be more extensive in this type of school because the percentage of dropouts is high. For this research, 614 first-year students filled out a questionnaire four times. The results showed little average change in motivation during the first school year, although there was a decrease in students' academic delay of gratification after the transition. Associations with motivation similar to those found in studies of secondary schools were found, but only at the start of the school year, not with changes in it during the remainder of the year.

Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

ABSTRACT Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students’ competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with te implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. Abbreviation: CBE – Competence-based education

Exploring Effective Teaching Methods in the Vocational Education of Cyprus

AbstractThe study aim was to determine which teaching methods are most effective for developing the students’ appropriate professional competencies in the culinary arts programs of Cyprus’ Senior Secondary Vocational Education (SSVE). A qualitative case study research design was considered appropriate and a criterion sampling strategy was used to select 52 participants. Findings showed that chef instructors prefer to use a combination of teaching methods by considering class dynamics and students’ personal learning style. Students learn primarily by doing and repetition and a two-day sequel laboratory could become an effective in-class activity. The positive impact of modern audio-visual means was identified as a factor, stimulating students’ learning appetite. Thus, a competitive learning environment is needed to boost class performance. However, the written examination assessment calls for change due to basic student issues and new approaches, means, and techniques that should be used for the final assessment of the SSVE students.

Attractiveness of working in home care: An online focus group study among nurses.

Many western countries are experiencing a substantial shortage of home-care nurses due to the increasing numbers of care-dependent people living at home. In-depth knowledge is needed about what home-care nurses find attractive about their work in order to make recommendations for the recruitment and retention of home-care nursing staff. The aims of this explorative, qualitative study were to gain in-depth knowledge about which aspects home-care nurses find attractive about their work and to explore whether these aspects vary for home-care nurses with different levels of education. Discussions were conducted with six online focus groups in 2016 with a total of 38 Dutch home-care nurses. The transcripts were analysed using the principles of thematic analysis. The findings showed that home-care nurses find it attractive that they are a "linchpin", in the sense of being the leading professional and with the patient as the centre of care. Home-care nurses also find having autonomy attractive: autonomy over decision-making about care, freedom in work scheduling and working in a self-directed team. Variety in patient situations and activities also makes their work attractive. Home-care nurses with a bachelor's degree did not differ much in what they found attractive aspects from those with an associate degree (a nursing qualification after completing senior secondary vocational education). It is concluded that autonomy, variety and being a "linchpin" are the attractive aspects of working in home care. To help recruit and retain home-care nursing staff, these attractive aspects should be emphasised in nursing education and practice, in recruitment programmes and in publicity material.

Students’ meaning-making and sense-making of vocational knowledge in Dutch senior secondary vocational education

Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners.

Second Chance Education in Botswana: Implementing a holistic approach based on the botho philosophy to empower marginalized youth in the Kweneng District

This paper reports on a project initiated by the non-governmental organization Springboard Humanism (SBH) based in Molepolole, the capital of the Kweneng District of Botswana. The project aims to empower young marginalized women, particularly indigenous BaSarwa and BaKgalagari, who dropped out of school at Junior Certificate Examination (JCE) level (Year 10). The modus operandi at SBH is botho, an African philosophy emphasizing caring, sharing, showing respect and compassion. Participatory action research was conducted with 60 purposively sampled students and other stakeholders who were asked to participate. The study used interviews, observations and document analysis to generate data. The project had been running for three years (2012–2014) at the time of the study and has shown potential to generate positive outcomes and to empower marginalized ethnic minority learners, especially females. Participants in the project have managed to pass the JCE which enables them to enter senior secondary school or vocational education. It is recommended that Botswana's education system adopt this pathway to mainstream education to help ethnic minority youth improve their academic performance.

Value added as an indicator of educational effectiveness in Dutch senior secondary vocational education

This study investigates the possibilities of estimating value added as a performance indicator in senior secondary vocational education. Value added is interesting in this context because it is considered as a reliable tool for comparing the effectiveness of educational institutions. Although value added indicators have been developed since the 1980s for both primary and secondary educations, the research on school effectiveness has largely neglected vocational education because of its complexity. For estimating value added in this study, data concerning almost 90,000 students in Dutch senior secondary vocational education are used. Factors such as ethnicity, living in problematic neighbourhoods and students’ prior educational attainment appear to be significant predictors of student outcomes. The results indicate considerable differences in the effectiveness among clusters of training programmes, whereas there are hardly any differences between the educational institutions. Of the total variance among the student outcomes, 14% is related to the training programme clusters.

Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education

This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments – which has mostly concerned primary and general secondary education – and studies on collaborative learning. It analyzes current practices and perceptions of both teachers and students applying collaborative learning in a culturally diverse, competence-based learning environment. The results suggest that in a multicultural classroom, students, on the one hand, are mostly focused on their individual performance, resulting in poor collaboration among classmates. On the other hand, teachers seem unaware of their own role in affecting students’ behavior and the influence of the cultural backgrounds of students on collaborative learning processes.

Crossing Boundaries Between School and Work During Apprenticeships

In vocational education, there is an ongoing discussion about problems occurring in school-work transitions and in relating school and work-based learning processes. Apprenticeships have been identified as valuable learning and working trajectories for making successful transitions and relations between school and work. However, they have been mostly located as activities taking place solely in the workplace with hardly any attention for what students do and learn during release days at school. Deploying the theoretical notion of boundary crossing, we conducted a study in Dutch senior secondary vocational laboratory education, investigating the actions and interactions taking place between school and work during apprenticeships, taking into account both the cognitive and identity-related challenge of students’ boundary crossing. Specifically, we conducted workplace visits and analyzed how apprentices’ experiences at work are discussed and reflected upon with students and teachers at school. The findings reveal that what students are expected to learn in work practices is largely rendered invisible by the technology-mediated, scripted and socially distributed nature of their work. They are educated as lab technicians doing much manual work, but become more operators of machines in the workplace. The release days seem to provide initial ways to explicate and reflect with the teacher on what is going on in work, but they can be exploited more fully for vocational learning. Based on the results we discuss how school and work institutions can mutually feed each other in facilitating apprentices’ learning.

Instructional theory of Language Lessons

Since the Lisbon Summit in 2000, reducing school dropout rates has a high priority in Europe, especially in pre-vocational tracks in secondary education. One policy issue is improving the match between pre-vocational secondary and senior secondary vocational education and allows a stronger focus on practical work in vocational education. Therefore, more and more schools for secondary pre-vocational education in the Netherlands set out a specific language education policy relating the language arts curriculum to the vocational curriculum. One assumes that students will be more motivated for language lessons when they are engaged in rich contexts, in meaningful language activities which they experience as relevant, since it serves a clear communicative purpose. To guide this process of curriculum integration we set out an instructional theory for language education in the setting of pre-vocational education. In this paper we present four course design parameters that constitute our interpretation of a community of learners for secondary pre- vocational L1-learning: 1) language learning as a meaningful activity; 2) language learning as a reflective activity; 3) language learning as a shared activity and 4) language learning as a focus on transferable learning outcomes. To check explore the practicality and theoretical value, we set up a design experiment as a collaborative enterprise of teachers and researchers, in which these parameters guided the joint enterprise. We confronted the theoretical framework with the analysis of a single case study, the design experiment, to elaborate and validate this set of four design parameters. Therefore, we operated at three curriculum representations: the (1) intended; (2) implemented; and (3) perceived curriculum. Discriminating these three representations served as data to review and revise the designed lessons as we ran them in two classes, as well as to adjust and refine the conceptual framework. The results show that the designers incorporated all four parameters and that all four contributed to the design somehow. Furthermore, we are better informed what kind of learning activities the four parameters can and can not generate, and how the four parameters interact in means-end relations.

Development of students' personal professional theories in senior secondary vocational education

This article provides a construct to monitor and analyse students' personal knowledge development: 'personal professional theory' (PPT). It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. The conclusion based on this study is that the development of students' PPTs involves knowledge compilation as well as thematic turbulence.

The use, nature and purposes of measurement in intermediate-level occupations

To provide a basis for thinking through how measurement can be taught in schools, this paper analyses the use, nature and purposes of measurement in intermediate-level work, i.e. occupations for which a school-level qualification is required, but not a bachelor degree or higher. In the Netherlands, senior secondary vocational education (MBO) prepares its students (aged 16+) for intermediate-level work. An initial analysis of the use and purposes of measurement was based on competence descriptions for 549 MBO-level occupations, and complemented with analyses of measurement carried out by opticians and lab technicians. There is more reference to measurement in the technology and engineering sector than in other sectors. In terms of the nature of measurement, we observed that occupational measurement has intricate connections to arithmetic, geometry, data analysis, or science; and measurement at work is often, but not always, mediated by digital technologies. The purposes of measurement in intermediate-level occupations can be categorized as meeting quality standards, making something fit (furniture, textile, assembly), monitoring, safety, and problem solving. Last, some implications for mathematics, science and vocational education are discussed. For example, many MBO teachers prefer to start with mechanical tools to give students the opportunities to learn about what happens in the ‘black boxes’ of digital technologies.

Teacher Competences required for developing reflection skills of nursing students

This paper is a report of a study in senior secondary vocational education designed to develop a framework for teacher competences to support nursing students in developing their reflection skills. For healthcare-related professions such as nursing, there is a growing attention for developing reflection skills. Little is known about teacher competences required to support the development of reflection skills in nursing students. Developing a framework of teacher competences can contribute to filling up this gap. These competences are described in 91 indicators distributed over six task domains. A Delphi study was conducted in the first half year of 2008 to get consensus on a framework of teacher competences required for creating the learning environment needed for developing reflection skills in nursing students. Experts judged teacher competences on a seven-point Likert-type scale. In the first round, mean scores on the teacher competences were already high. Minor revisions were needed. In the second round, mean scores increased, whereas standard deviations decreased in round 2 compared with round 1. These changes were statistically significant. Coaching was seen as most important task domain. Consensus has been reached on teacher competences to be used in nursing education to develop students' reflection skills. The framework of competences may be a source for curriculum development concerning reflection skills and for teacher training programmes to coach nursing students' reflections.

Towards a common scale for China's vocational education English language curriculum

Within the general context of the attention being given to vocational education in China and imminent major reform in the English language vocational education curriculum, this paper describes the construction of a set of calibrated tests of reading skills, grammar and vocabulary knowledge to inform curriculum planners about levels of ability in senior secondary vocational education schools. Since there is no common measure of English language competence in China's vocational education schools, the current study aims to provide such an instrument, with a set of tests that will provide a snapshot of vocational education students' English language competence in the above competence areas. The study describes the development of two sets of tests. The first test was developed with the objective of providing a set of IRT‐calibrated items. These items were then used as anchors for a set of tests developed for less able, mid ability and more able students. After being administered to a large and diverse sample (N=1,200 for the three levels of tests), test means for mid ability and able students emerged, as hoped, close to zero and +1 logits. The test mean for less able students revealed that the test was rather more demanding, with a mean of −0.4 rather than −1 logits. Nonetheless, the three robust tests which have emerged cater to a spread of ability of almost three logits, which will provide valuable information on what is being and what may be achieved in terms of English language competence in China's vocational education schools as vocational education is expanded and developed and curriculum reform implemented.

The concept of competence in the development of vocational education and training in selected EU member states

This contribution reviews how four European countries—England, Germany, France and the Netherlands—use the concept of competence in the process of developing vocational education and training. Competence in England is set in the context of the National Vocational Qualifications; in Germany within action competence and the approach to learning areas; in France within the Emploi Type Etudié dans sa Dynamique (ETED, translated by Céreq as Typical Employment Studied in Its Dynamics) and the bilan de compétences; and, in the Netherlands, the concept is strongly linked to the development of a competence‐based qualification structure for senior secondary vocational education. The nature of this review is rather descriptive as it aims to present a comparison of the meaning and use of the concept of competence within these respective countries. It can be concluded that despite a certain amount of diversity, especially at the instrumental level, there is enough conceptual convergence within the four above‐mentioned countries to posit some common principles of competence and competence‐based VET. In a subsequent contribution, Mulder et al. (this issue) will present a more critical analysis of the literature on the competence concept and its use. To avoid unnecessary overlap, the list of references for this article will be included in that second critical literature review.

Peer Tutoring in a Multiethnic Classroom in the Netherlands: A Multiperspective Analysis of Diversity

Previous articleNext article No AccessPeer Tutoring in a Multiethnic Classroom in the Netherlands: A Multiperspective Analysis of DiversityMariëtte de Haan and Ed ElbersMariëtte de Haan Search for more articles by this author and Ed Elbers Search for more articles by this author PDFPDF PLUSFull TextSupplemental Material Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 49, Number 3August 2005 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/430262 Views: 123Total views on this site Citations: 8Citations are reported from Crossref © 2005 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Zana Vathi, Veronika Duci, Elona Dhembo Homeland (Dis)Integrations: Educational Experience, Children and Return Migration to Albania, International Migration 54, no.33 (Jan 2016): 159–172.https://doi.org/10.1111/imig.12230Ed Elbers, Mariëtte de Haan Parent–teacher conferences in Dutch culturally diverse schools: Participation and conflict in institutional context, Learning, Culture and Social Interaction 3, no.44 (Dec 2014): 252–262.https://doi.org/10.1016/j.lcsi.2014.01.004Karen Nicholas, Jo Fletcher, Niki Davis Raising numeracy and literacy to improve vocational opportunities, Journal of Vocational Education & Training 64, no.44 (Dec 2012): 433–451.https://doi.org/10.1080/13636820.2012.727850Kennedy Tielman, Perry den Brok, Sanneke Bolhuis, Bertha Vallejo Collaborative learning in multicultural classrooms: a case study of Dutch senior secondary vocational education, Journal of Vocational Education & Training 64, no.11 (Dec 2011): 103–118.https://doi.org/10.1080/13636820.2011.622448Mariëtte de Haan The Reconstruction of Parenting after Migration: A Perspective from Cultural Translation, Human Development 54, no.66 (Jan 2011): 376–399.https://doi.org/10.1159/000334119Mariëtte de Haan, Renske Keizer, Ed Elbers Ethnicity and student identity in schools: an analysis of official and unofficial talk in multiethnic classrooms, European Journal of Psychology of Education 25, no.22 (Mar 2010): 176–191.https://doi.org/10.1007/s10212-010-0016-7Kate Ferguson‐Patrick Writers develop skills through collaboration: an action research approach, Educational Action Research 15, no.22 (Jun 2007): 159–180.https://doi.org/10.1080/09650790701314585Mariëtte De Haan The Authoring of School: Between the Official and Unofficial Discourse, Culture & Psychology 11, no.33 (Jul 2016): 267–285.https://doi.org/10.1177/1354067X05055500