Students Of Secondary Vocational Education Research Articles

Подготовка обучающихся СПО по специальности «стоматология ортопедическая» в современных условиях

Подготовка обучающихся СПО по специальности «стоматология ортопедическая» в современных условиях

Разработка модели формирования экологического мировоззрения студентов среднего профессионального образования

The article is devoted to the search for methodological, theoretical and didactic basic for a modern model of the formation of the ecological worldview of college students. The author made a substantiation of the main components of the model. A two-level concept of the formation of the ecological worldview of students of secondary professional education (SPE) and a set of pedagogical conditions for its implementation are proposed. The proposed model for the formation of the ecological worldview of students of secondary vocational education on the basis of a system-activity approach in the educational process can be pedagogically effective by including in the training and education processes such forms and methods that will put students in the position of researchers and discoverers. In the modern professional educational environment, the training of competitively capable graduates who are ready to withstand the socio-economic changes that arise in society and are able to take responsibility for decisions made becomes one of the main directions of the educational process in institutions of higher and secondary professional education.

Создание рабочего проекта web-приложения при обучении программированию на начальном этапе профессиональной подготовки

The article gives the analysis of the main provisions of the training manual "Software for computer networking and web-servers" of the authors G.A. Lisiev, P.Yu. Romanov, Yu.I. Askerko, which is published in the series "Secondary vocational education". Important aspects of the technology of project training are noted. The article presents the developed by the authors educational and me-thodical material for the consistent implementation of the web-project in teaching programming in high-level languages of students of secondary vocational education.

Формирование ситуации успеха как метод повышения качества подготовки студентов среднего профессионального образования в соответствии с международными стандартами

The article outlines the main priorities for the development of secondary vocational education in the regions of the Siberian Federal district. The author investigates the criteria infl uencing the improvement of the quality of training of students of secondary vocational education (SVE), in accordance with international standards, attempts to obtain an objective assessment of the quality of training carried out by professional educational organizations through detailed monitoring.

Развитие социокультурной компетенции обучающихся СПО в процессе чтения текстов на иностранном языке

Развитие социокультурной компетенции обучающихся СПО в процессе чтения текстов на иностранном языке

Formation Of Professional Competences Of Students By Means Of Psychological And Pedagogical Disciplines Under Conditions Of The College

One of the main questions of secondary vocational education is the formation of the psychological and pedagogical competence of college students. Pedagogy, rapidly developing in recent years, is a powerful tool for researching the professional competences of students in the field of subjects of the psychological and pedagogical cycle. The relevance of the study is determined by the orientation of secondary vocational education on the development of professional competences of students, providing such a key competence as the ability to learn. In the context of the formation of psychological and pedagogical competence, the main types of professional and communicative competencies are developed in the process of psychological and pedagogical studies, and we considered them as professional competencies corresponding to the main types of professional activity. The problem of forming the professional competence of the student can not be solved without taking into consideration peculiarities of the development of the basic mental processes and functions in adolescence. This gives us grounds to assert that studies with psychological and pedagogical content, including vivid examples from the existing psychological and pedagogical spheres, presuppose the active involvement of students in educational activities, and are, indeed, an effective tool for the formation of psychological and pedagogical competence of students of secondary vocational education. In the course of investigation, the study of psychological-pedagogical and methodological research was carried out; the initial theoretical positions were singled out. In the course of the experiment, pedagogical conditions were identified and implemented, the content, forms, methods and technologies of forming the general cultural competencies of students in the multicultural educational space of the college were determined and implemented, and their effectiveness was tested in the course of experimental work. Realization of the potential of professional disciplines of psychological and pedagogical orientation providing psychological and pedagogical training contributes to the student's personal development and his development as a person capable of getting his bearings in the college space on the basis of familiarizing with the elements of pre-school psychology and pedagogy.

Творческий уровень освоения мстёрской лаковой миниатюрной живописи в вузе: типичные трудности и методы их преодоления

Analytical review of the typical difficulties of students of secondary vocational education and higher education (bachelor course) in the study of Mstyora lacquer miniature painting at the creative level of development is presented. It is noted that the artistic activity of young professionals, expressing themselves in creative activity and affecting the current state of the art of Mstyora, is determined in general by iconographic direction. The research urgency is caused by necessity of revealing the ways of preservation and development of unique art of Mstyora lacquer miniature painting, which is an integral part of the national artistic culture, in the framework of the professional education in this field. It is noted that in secondary vocational education one cannot in full formulate those qualities which will enable the graduate to independently solve the task of creating a holistic artistic image. Therefore, the continuation of education at bachelor course is considered a good opportunity for creative development of the future specialist. However, the author shows that at this time there is a trend in downwarding students’ interest to achieve the highest point of creative development. The causes of the problem and ways of its overcoming are discussed: removal or leveling.

Evaluation of a Serious Self-Regulation Game Intervention for Overweight-Related Behaviors ("Balance It"): A Pilot Study.

BackgroundSerious games have the potential to promote health behavior. Because overweight is still a major issue among secondary vocational education students in the Netherlands, this study piloted the effects of “Balance It,” a serious self-regulation game intervention targeting students’ overweight-related behaviors: dietary intake and physical activity (PA).ObjectiveWe aimed to pilot the effects of Balance It on secondary vocational education students’ dietary intake and PA.MethodsIn total, 501 secondary vocational education students participated at baseline (intervention: n=250; control: n=251) in this pre-post cluster randomized trial. After 4 weeks, at immediate posttest, 231 students filled in the posttest questionnaire (intervention: n=105; control: n=126). The sample had a mean age of 17.28 (SD 1.26, range 15-21) years, 62.8% (145/231) were female, and 26.8% (62/231) had a non-Dutch background. Body mass index (BMI kg/m2) ranged from 14.4 to 31.1 (mean 21.1, SD 3.3). The intervention and control groups were compared on the primary (behavioral) outcomes of dietary intake (fruit and vegetable consumption, snack consumption, and soft drink consumption) and PA (moderate and vigorous). Additionally, we explored (1) differences between the intervention and control groups in determinants of dietary intake and PA, including attitude, self-efficacy, intention, barrier identification, action planning, and action control, and (2) differences between active (intervention) users and the control group in dietary intake, PA, and associated determinants.ResultsAfter corrections for multiple testing, we did not find significant differences between the intervention group and control group in terms of dietary intake, PA, and determinants of dietary intake and PA. Exploratory research indicated that only 27.6% (29/105) of the intervention group reported actual intervention use (ie, active users). For exploratory reasons, we compared the active users (n=29) with the control group (n=124) and corrected for multiple testing. Results showed that active users’ snack consumption decreased more strongly (active users: mean change=–0.20; control group: mean change=–0.08; beta=–0.36, P=.01, R2 change=.05), and their use of active transport had a stronger increase (active users: mean change=0.92; control group=–0.12; beta=1.58, P=.02, R2 change=.03) than the control group. Results also revealed significant differences in action planning (active users: mean change=0.42; control group: mean change=0.07; beta=0.91, P=.01, R2 change=.04) and action control (active users: mean change=0.63; control group: mean change=–0.05; beta=1.25, P=.001, R2 change=.08) in terms of unhealthy eating.ConclusionsThe Balance It intervention did not show favorable effects on dietary intake and PA compared to the control condition. However, only a small number of people in the intervention condition actually used Balance It (27.6%). Exploratory analyses did suggest that, if used as planned, Balance It could contribute to changing dietary intake and PA behaviors, albeit it remains debatable whether this would be sufficient to prevent overweight.

General methodological aspects of stimulation of self-development in information and communication competence of students in secondary vocational education

This article is devoted to consideration of the general methodological aspects of stimulating self-development in information and communication competence of students in secondary vocational education, including the specialty 43.02.10 SPO Tourism, which are related to the personal formation of future professionals who possess information and communication competence, have aspiration for realization in informational and educational sphere and willingness to work in the information field. The article touches upon the basic points and the importance of a subjective position in stimulating self-development in information and communication competence of students in secondary vocational education. The authors identify the function of a subjective position of a student, as a kind of objective formation in information and communication competence, such as: humanitarian, social, adaptive and identification function. The stages of formation of a subjective position of a student are considered in the article. Interrelation of the concepts of subjectivity, self-development with the notion of information and communication competence is observed here. In the context of the considered aspects disclosed the structure of information and communication competence together with the following components: cognitive, motivational and integrative. Practical implementation of the general methodological aspect of a subjective position of a student and motivational component of competitiveness is one of the topical issues of educational practice in vocational education system, as it results deepen, extend and elaborate modern concepts of information and communication competence.

Design Rationale Behind the Serious Self-Regulation Game Intervention "Balance It": Overweight Prevention Among Secondary Vocational Education Students in The Netherlands.

This article describes the design rationale behind a serious self-regulation game intervention. The aim of the game is to promote healthy dietary intake and physical activity among secondary vocational educational students in The Netherlands (approximately 16-20 years of age). The game "Balance It" was developed according to an intervention mapping (IM) protocol. Following IM, we specified health promotion and usability objectives and linked these objectives to selected behavior change and persuasive methods. Accordingly, these methods were translated into a coherent intervention program. The health behavior change objectives were derived from the determinants of the behavior and from Self-Regulation Theory (e.g., students are asked to set goals, monitor and evaluate their behavior, and create coping plans). Usability objectives were derived from the RE-AIM model (i.e., Reach, Effectiveness, Adoption, Implementation, and Maintenance). Next, behavior change and persuasive techniques were selected (e.g., goal setting and prompting, respectively) that did fit with the targeted change objectives and were translated in the design of a (mobile) serious self-regulation game intervention. Subsequently, three concept and usability tests were performed to improve intervention usability, and an evaluation plan was developed. The aim of this study was to provide a design rationale for game interventions targeting health-related behaviors. We developed a coherent program design in which both health behavior change and usability factors are addressed. The IM protocol can serve as a useful guide for decision making in program development and evaluation.

Assessment criteria for competency-based education: a study in nursing education

This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students’ performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria.

Feedback Provision in Mentoring Conversation - Differing Mentor and Student Perceptions

Diverging perceptions between a mentor and a mentee on the nature and content of feedback given in mentoring conversations may have a profound impact on the mentee’s learning from conversation. This study gauges whether approaches to mentoring relate to establishing congruency in perceptions on provided feedback. The aim of this research is to study differences in mentor and student perceptions of feedback provided during mentoring sessions. For that purpose, this study compares typical mentoring approaches across different settings. Sixty eight students (37 Teaching Assistant (TA) students in secondary vocational education and 31 Teacher Education (TE) students in Higher Education) and their mentors participated in this study. Mentoring conversations on teaching internships of these students were analyzed. A questionnaire instrument was used to gauge 1) acceptance of feedback from mentoring as well as 2) following recommendations after feedback provision. Approaches to mentors’ conversation styles were identified with an observation instrument categorizing mentoring into four types. TA students predominantly recognized their mentor’ s approach as having a Imperator (supervising) style, while the TE students identified it as an Initiator (engaging style). As a result, TA students expressed a higher degree of acceptance of feedback, as compared to TE students. Differences in perception between students and their mentors on feedback provision were found to be significant. Our findings point to the importance of mentoring approach as it impinges on the feedback acceptance in mentoring conversations.

CRT-403 Theoretical and Practical Training From Students of Secondary Vocational Education to Care for Cardiac Arrest: A Prospective Study

Cardiovascular diseases are the leading cause of death in Brazil and the world, sudden cardiac arrest is a major contributor to this index. Training reduces the ignorance and fear, increasing safety to recognize that the victim is not breathing properly, so as to trigger the help and start CPR as

The effects of performance-based assessment criteria on student performance and self-assessment skills

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students.

New Insights into the Self-Regulation of Writing Skills in Secondary Vocational Education

Abstract. The purpose of this study was to investigate predictors of metacognitive self-regulation for students in secondary vocational education. Drawing on research and theory characterizing writing as a complex skill, we analyzed students' reported metacognitive strategy use in relation to three writing genres: writing an email, term paper, and application letter. The participants were 967 vocational students enrolled in six education programs. Multiple regression analyses with metacognitive strategy use as criterion variable and as a predictor set: capacity beliefs, context beliefs, gender, and perceived instrumentality of writing for the attainment of personal goals, revealed that capacity and context beliefs significantly predicted metacognitive strategy use for the three genres but genre-specific effects were found for perceived instrumentality of writing for the attainment of personal goals. Metacognitive strategy use had no relation with career goals, a positive relation with mastery goals, and a negative relation with well-being goals. The results illustrate the complexity of predicting metacognitive strategy use and signal the importance of insight into students' personal goals.

Determinants of students’ school-identification in secondary vocational education

This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education. We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability (i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school. Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity. Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of their teachers. Elaborate interpretations of the results are provided in the discussion.

Learning styles in secondary vocational education: disciplinary differences

This article reports two studies among students in secondary vocational education. The first is an interview study that examines these students' processing strategies, regulation strategies, conceptions of learning, and motivational orientations (reflecting four components that make up a learning style, as found among students in higher education (Vermunt, J. D. H. M. (1992). Learning styles and regulation of learning in higher education—towards process-oriented instruction in autonomous thinking. Amsterdam/Lisse: Swets & Zeitlinger)). In the second study, a questionnaire developed on the basis of the interview data was used to investigate systematic relations between these four components, resulting in a description of four learning styles. The disciplinary differences between learning styles are also investigated in this second study. Results indicate strong differences in learning styles between students in different disciplines of vocational study, thereby supporting a domain-dependent viewpoint. A comparison is made between secondary vocational and higher education, practical implications are discussed, and guidelines for future research are given.

Grading secondary vocational education students with disabilities: a national perspective.

A nationwide purposive sample of secondary vocational educators completed a questionnaire that examined practices and perceptions toward grading students with disabilities. A variety of grading methods was reportedly used, but over two-thirds of respondents included a competency-based grading component. An overwhelming majority believed that student effort should be used to determine grades. Two-thirds of vocational educators had never been involved in their students' IEP development. The most common changes teachers have made over time in their grading practices included becoming more flexible and individualized in grading. Overall, teachers displayed moderately positive attitudes toward grading students with disabilities.