Training In Austria Research Articles

Comparison of medical training in Austria and Sweden

Comparison of medical training in Austria and Sweden

Praktyka jako niezbędny element przygotowania zawodowego przyszłego nauczyciela placówki wychowania przedszkolnego na wyższych uczelniach Ukrainy

The article presents the research results obtained within the joint Ukrainian-Austrian research project “The quality of preschool teachers’ training in Austria and Ukraine: a comparative analysis” in 2023/2024 (UA 02/2023). The practical training content of the applicants of the first (bachelor’s) level of higher education majoring in specialty 012 Preschool education within the educational and professional program “Preschool Education” in Ukrainian universities has been analyzed. The organizational aspects of pedagogical internship of future preschool teachers are considered. It is substantiated that a pedagogical internship ensures their readiness for continuous improvement and professional growth. It is the key to professional competence formation. The types of pedagogical internships that students undergo according to the specified educational and professional program are characterized. The value of every kind of educational and work placement internship has been proven. It is shown that they differ in purpose, content, objectives, organizational and pedagogical forms, methods, and approaches to the integration of educational, upbringing, research, organizational, and methodical activities with children in the conditions of a preschool educational institution. The need to implement educational propaedeutic internships from the first days of students’ studies at the university is emphasized. As it is a key to the formation of a stable interest in the chosen profession. It has been proven that work placement pedagogical internship, which has an active nature, creates conditions for the student’s personality self-realization, ensures success in professional self-determination, and forms students’ professional competencies, which are necessary for their independent performance of the functions of preschool teacher.

Adult Migrants’ Language Training in Austria: The Role of Central and Eastern European Teachers

Language has gained increasing importance in immigration policies in Western European states, with a new model of citizenship, the <em>ius linguarum</em> (Fejes, 2019; Fortier, 2022), at its core. Accordingly, command of the (national) languages of host states operates both as a resource and as an ideological framework, legitimating the reproduction of inequalities among various migrant and non‐migrant groups. In this article, we analyse the implications of such processes in the context of state‐subsidised language teaching for refugees and migrants in Austria. Specifically, the article aims to explore labour migration, namely that of Central and Eastern European (CEE, including EU and non‐EU citizen) professionals—mainly language teachers who enter the field of adult language teaching in Austria seeking a living and career prospects that they cannot find in the significantly underpaid educational sectors of CEE states. This article shows that the arrival of CEE professionals into these difficult and precarious jobs is enabled first by historical processes linking the CEE region to former political and economic power centres. Second, it is facilitated by legal, administrative, and symbolic processes that construct CEE citizens as second‐order teachers in the field of migrant education in Austria. Our article, based on ethnographic fieldwork and qualitative interviews, highlights nuanced ways in which historically, economically, and politically embedded language geographies contribute to the reproduction of hierarchies of membership, inclusion, and exclusion in present‐day immigration societies.

Psychotherapeutic medicine in psychiatric residency training in Austria

ZusammenfassungDie vorliegende Arbeit beschreibt die Entwicklung der psychotherapeutischen Medizin innerhalb der ärztlich-psychiatrischen Fachärzt:innen-Ausbildung. Die Grundlage für die Kompetenzdarstellung bilden die einzelnen Rasterzeugnisse der Ausbildungsordnungen 1994, 2006, 2011 sowie 2015. Die Entwicklung der psychotherapeutischen Kompetenzen innerhalb der ärztlich-psychiatrischen Identität wird anhand des Qualifikations- und Kompetenzprofils sowie der Lernziele dargestellt.

‘How’ and ‘why’ cannot be separated: empirical insights into the company-based part of apprenticeship training in Austria

ABSTRACT In Austria, binding training objectives are defined for the company-based part of dual training (approximately 70–80 per cent of total training time), but there are scarcely any normative specifications on how these are to be achieved and there is no systematic quality assurance of the practice. The conditions under which vocational training occurs in the company have also scarcely been studied scientifically. Against this background, two surveys (of training companies and apprentices) were used to empirically investigate how vocational learning is specifically designed in Austrian training companies. The results show that the Austrian dual apprenticeship training model can be described primarily as a model of youth employment and secondarily as a training model. But it addresses the two goals of social participation and skill acquisition in an interlocked way. The variance of designs of the company practice is closely linked to the differing motives of the training companies. Based on these results, conclusions are drawn for vocational training policy, educational practice and relevant research, which take up the empirical connection found between a work design conducive to learning and the concrete company design of apprenticeship.

‘First and foremost, we are teachers, not refugees’: Requalification measures for internationally trained teachers affected by forced migration

This article looks deeper into the educational careers and barriers faced by internationally trained teachers with refugee backgrounds. Highly skilled teachers experience among others formal barriers due to the two-subject regime in Austria. This study analyses the barriers and measures that disable or enable the re-qualification of internationally trained teachers who wish to continue their profession in Austria. Guided by a participatory approach laid out by Von Unger in 2014, this study taps into the needs of teaching professionals with refugee backgrounds and led to the development and implementation of a course. The course was compiled to provide educational knowledge as well as pedagogical training. Even though the completed subject of internationally trained teachers was recognised (apart from courses concerning didactics), the fulfilment of regular teacher training in Austria is seen as a conditio sine qua non. Hence, teachers with a different formal-educational background, irrespective of professional expertise, are seen as lacking education and/or skills. Considering that there is no worldwide consensus regarding the content and structure of teacher education, the implication of a lack of skills as well as the need for bridging programmes will be critically discussed from the participants’ perspectives. This article offers insight into the transcultural implications of professionalism.

Physical Education Teachers Training in Austria

The article is devoted to the issues of professional training of physical education teachers in Austria since 1946 (the end of Second World War) till 1970 (changes of laws and regulations). The is to study the Austrian experience of training physical education aim of the paper teachers at different historical stages. To achieve the goal, a set of general scientific and pedagogical research methods have been used: bibliographic search, historical-genetic, interpretive-analytical ones, systematization, generalization, analysis, synthesis. The results of scientific research showed that during the first postwar decades in Austria there was a denazification of curricula for physical education / sports teachers, the gradual destruction of ideological strata, reducing the politicization of educational processes, reorientation to progressive ideas and traditions of pre-Nazi professional education. This stage of development of teachers professional education is characterized by numerous attempts to improve the curriculum by balancing theory and practice, normative and variable components, different cycles of training. There is a qualitative update of the theory and practice of school physical education, modernization of the educational process in the institutes of physical education at the Universities of Vienna, Graz, Innsbruck and Salzburg in accordance with current trends in science, technology, education and other spheres of public life.

Supra-company apprenticeship training in Austria: a synopsis of empirical findings on a possibly early phase of a new pillar within VET

Since 2008, the Austrian Vocational Training Act has given young people the opportunity to obtain vocational qualifications in supra-company training workshops. In addition to the traditional full-time vocational school system and company-based apprenticeship training, a third vocational qualification path has thus been established. This article presents empirical findings on this innovation in skill formation and examines the question of whether conditions for the sustainable establishment of a third pillar for acquiring vocational qualifications are given with regard to regulatory, normative, and cultural cognitive dimensions.

Teacher Training in Austria in the Last Decade—The Development of and Challenges for an Inclusive School System

This paper outlines the journey of reforming teacher training in Austria from special education to inclusive education in the light of recent political developments, international legislation and recommendations. After a historical overview of special education teacher training, this study discusses the developments that had an impact on the current teacher training for inclusive education in Austria. On the basis of content analysis of relevant policy documents, regulations, reports, and statements, the paper analyzes the impact of the political changes in the country as well as of international movements on the curriculum, policies, and practices for teacher training for special needs education and inclusive education over the course of time. The text-based analysis revealed that while Austria has diligently followed international recommendations and agreements, it was nevertheless criticized for its failure to successfully implement already piloted practices on a large scale.

Self-assessment of medical students and young physicians in training : Self-confidence of clinical competencies and working or learning environment.

In 2015 medical training regulations have been restructured for postgraduate medical training in Austria resulting in asignificant shortening of the training period. Furthermore, arestriction of working hours for physicians to 48h per week was implemented affecting the framework of postgraduate medical training. The aim of this study was to obtain aself-assessment of students and young physicians in Austria regarding their self-confidence in clinical skills and their working and learning environment. In this study 6th year medical students, physicians in their basic training (common trunk), physicians in family medicine training, and residents in their first 18 months of training were asked to participate in asurvey. Self-reported data were collected for five different prespecified domains (communication, motor skills, knowledge, documentation, and emergency). In all domains, self-confidence increased significantly during medical training. Analysis further revealed better results of residents compared with all other groups in all domains, whereas physicians in family medicine training only rated themselves better in the documentation domain (p = 0.010); however, the interest in family medicine was low, even among physicians in family medicine training. The workload significantly increased during medical education, with the highest stress levels for physicians in family medicine training and residents (p = 0.001). Self-confidence of young physicians but also their stress levels increased during the medical training. Further studies are needed to answer the question why the interest in family medicine was so unexpectedly low in this cohort.

Psychotherapy training in Austria: Baseline and socio-demographic background data from a SPRISTAD (Society of Psychotherapy Research Interest Section on Therapist Training and Development)-Pilotstudy

Objectives: Description of the qualifications of psychotherapy-training candidates in Austria at the beginning of their training. Methods: Psychotherapists in training in Austria were interviewed at the beginning of their training concerning their socio-demographic background and prior education. These background data were collected using the Trainee Background Information Form (TBIF), which was designed by the Society for Psychotherapy Research Interest Section on Therapist Training and Development (SPRISTAD). Results: The group of 197 psychotherapy trainees from Austria consists largely of women, of persons with high school education and with a satisfactory, financially secure life situation. One-third of them show a "second career" pattern, which is in line with the predominantly part-time training programs in Austria. A high percentage of the candidates have previous professional experience in the psychosocial field. Conclusions: As this is a pilot study, results can be seen as a starting point for further research in psychotherapy training and competence development. In discussing the findings, both national conditions and opportunities for future interdisciplinary research are considered.

Comparative study of costs and benefits of apprenticeship training in Austria and Switzerland shows schemes are effective in different environments

Purpose The purpose was to compare the net costs and post-apprenticeship benefits of providing apprenticeship training in Austria and Switzerland: two countries with many similarities but also critical institutional differences. Design/methodology/approach The authors looked at detailed workplace data about the costs and benefits of apprenticeship training, as well as hiring costs for skilled workers from the external labor market. The authors use nearest-neighbor matching models to compare Austrian and Swiss firms. Findings The main results showed an Austrian firm makes an average of €4,200 per year net investment per apprentice, whereas a comparable Swiss firm generates a net benefit of €3,400 in the same occupations. The differences in net costs could be explained, the authors said, by the different wage structures in the two countries. However, the situation was complicated by the fact that the relatively high apprentice wage in Austria contributed to the survival of firm-based apprenticeship training. Originality/value The authors said their results showed that countries expanding their apprenticeship systems should consider different national practices.

Dual study possibilities in selected EU countries

Dual study possibilities in selected EU countries. The idea of dual study courses is more and more common in the EU due to the raising problem of the lack of qualified employees. Although the dual studies are very similar in their form such as internships in companies, case studies etc., their scope differs significantly among the analyzed countries. It was observed that, on average, about 70% of students take part in the vocational education and training in Austria, Croatia, Czech Republic, Finland, Netherlands, Slovakia and Slovenia but only 20% in Cyprus and Hungary. In countries such as: Germany, Netherlands and Austria over 40% of companies employ vocational education and training participants while the average costs of continuing vocational training for the EU-28 is calculated at the level of around 1500 Purchasing Power Standard per participant. The research was based on the data obtained from the EUROSTAT.

Teacher Training in Austria with special consideration of Mentoring in the induction phase

Teacher Training in Austria with special consideration of Mentoring in the induction phase

Exploring Essential Aspects when Technology-Enhanced Flipped Classroom Approaches are at the Heart of Professional Mathematics Teacher Development Courses

Recently, the idea of the Fourth Industrial Revolution (FIR) is increasingly shaping discussions about the world of work and society. In order to prepare the next generations for such new developments, it is necessary to adjust the way they learn. One possibility for a change in education is Flipped Classroom Approaches (FCA), which are particularly helpful in mathematics education. The aim of our research is to identify essential pillars for teachers, when they are being familiarised with FCA. Therefore, we have chosen a research method that integrates various approaches and diverse data sources. The data from a first sequence of expert interviews indicate, that regulatory changes, the recognition of one’s own learning and its added value, as well as being a member of a learner group are crucial in those cases, where the topic of teacher training utilise both student-centred and technology-enhanced forms of learning. Thus, it would be necessary to modify in-service teacher training in Austria and beyond to utilise FCA.

So similar and yet so different

Purpose The purpose of this paper is to compare a firm’s net cost and post-apprenticeship benefits of providing apprenticeship training in Austria and Switzerland: two countries with many similarities but some critical institutional differences. Design/methodology/approach The authors draw on detailed workplace data with information on the costs and benefits of apprenticeship training, as well as on hiring costs for skilled workers from the external labour market. The authors use nearest-neighbour matching models to compare Austrian firms with similar Swiss firms based on observable characteristics. Findings On average, a Swiss firm generates an annual net benefit of €3,400 from training an apprentice, whereas a firm in Austria incurs net costs of €4,200. The impetus for this difference is largely a higher relative apprentice pay in Austria. However, compared with Swiss firms, Austrian firms generate a higher post-training return by retaining a higher share of apprentices and savings on future hiring costs. Practical implications The authors demonstrate that apprenticeship systems can exist under different institutional environments. For countries currently in the process of establishing or expanding apprenticeship systems, the comparative analysis clearly shows that policymakers should consider more than just one country’s particular apprenticeship model. Originality/value The authors provide a first comparative analysis between two apprenticeship countries that empirically assesses a firm’s costs and benefits of training during an apprenticeship programme and also provides a monetary value of a particular type of post-training benefits that firms can generate by retaining former apprentices as skilled workers (i.e. savings in future hiring costs for skilled workers).

Training in Austria’s and China’s Forestry Administration: A Comparison of Human Capital Development

ABSTRACTThe article analyzes forestry training for state employees in Austria and China from a comparative perspective, drawing on government publications and expert interviews; fieldwork was conducted between 2015 and 2016. It identifies institutional differences and analyzes how they translate into the management of HCD. The study ties in with research in the field of cadre training in China contributing with a new perspective and delivering new findings, as it inquires on the training in a specific government department, whose primary responsibility is to further educate and train its staff in the context of its policies and reform agendas.

So Similar and Yet so Different: A Comparative Analysis of a Firm's Cost and Benefits of Apprenticeship Training in Austria and Switzerland

The authors compare a firm’s costs and benefits of providing apprenticeship training in Austria and Switzerland, using two original micro data sets. While both countries share a number of similarities, including an extensive vocational education and training (VET) system, and a common border, there are some important institutional differences. On average, a Swiss firm generates a net profit of 3400 Euro per apprentice and per year of training, while an Austrian firm incurs net costs of 4200 Euro. Applying matching models, we find that this difference is largely driven by a higher relative apprentice pay in Austria, which in turn is associated with collective bargaining agreements and competition with alternative school-based VET pathways. However, Austrian firms can still generate a return on their training investment, partly due to wage subsidies, but mostly by retaining a high share of apprentices as skilled workers, and thereby save on future hiring costs.

So Similar and Yet so Different: A Comparative Analysis of a Firm's Cost and Benefits of Apprenticeship Training in Austria and Switzerland

Purpose: The purpose of this paper is to compare a firm’s net cost and post-apprenticeship benefits of providing apprenticeship training in Austria and Switzerland: two countries with many similarities but some critical institutional differences. Design/methodology/approach: The authors draw on detailed workplace data with information on the costs and benefits of apprenticeship training, as well as on hiring costs for skilled workers from the external labour market. The authors use nearest-neighbour matching models to compare Austrian firms with similar Swiss firms based on observable characteristics. Findings: On average, a Swiss firm generates an annual net benefit of €3,400 from training an apprentice, whereas a firm in Austria incurs net costs of €4,200. The impetus for this difference is largely a higher relative apprentice pay in Austria. However, compared with Swiss firms, Austrian firms generate a higher post-training return by retaining a higher share of apprentices and savings on future hiring costs. Practical implications: The authors demonstrate that apprenticeship systems can exist under different institutional environments. For countries currently in the process of establishing or expanding apprenticeship systems, the comparative analysis clearly shows that policymakers should consider more than just one country’s particular apprenticeship model. Originality/value: The authors provide a first comparative analysis between two apprenticeship countries that empirically assesses a firm’s costs and benefits of training during an apprenticeship programme and also provides a monetary value of a particular type of post-training benefits that firms can generate by retaining former apprentices as skilled workers (i.e. savings in future hiring costs for skilled workers).

The co-creation of multi-agent social innovations

Purpose– The research fields of service innovation and social innovation have, until now, been largely disconnected. At the most basic level, a great many social innovations are services, often public sector services with social entrepreneurs organizing and delivering service innovations. As well as this overlap in the focus of research, scholars in both research fields address socio-economic concerns using multidisciplinary perspectives. The purpose of this paper is to provide a framework that can bridge the two research fields.Design/methodology/approach– Inter-linkages between service and social innovation are shown by identifying research areas in which both find a joint heuristic field. This approach has been illustrated in a set of case studies in the health sector in Europe.Findings– The bridge between social innovation and service innovation research can be built when social innovation is examined through a multi-agent framework. The authors focus on social innovations where the co-creation of novel services is guided by the prominent position taken by citizens, social entrepreneurs or third sector organizations (NGOs or charities) in the innovation process. Of particular interest are the ways in which the interests of individual users and citizens are “represented” by third sector organizations.Practical implications– The case study of the Austrian nationwide public access defibrillation programme provides an exemplar of the process of co-creation by which this social innovation was developed, implemented and sustained. Here the Austrian Red Cross acted on behalf of citizens, organizing an innovation network capable of creating both the demand and the supply side of a sustainable market for the production and safe application of portable automated external defibrillators (AEDs) in Austria. This process involved, first, raising public awareness of the need for portable defibrillators and acting as a user representative when inducing changes in the design of portable AEDs. Later, there was the institutionalization of AED training in every first aid training in Austria, work with local manufacturers to produce this device, and with large user organizations to install AEDs on their premises.Originality/value– The paper develops multi-agent model of innovation that enables one to synthesize key concepts in social and service innovation literatures and, thereby, examine the dynamics of invention and diffusion of social innovations.