Je suis depuis cette année membre du Comité éditorial et aviseur de la revue scientifique « International Journal of Research in Vocational Education & Training (IRJVET) ». À ce titre je souhaite partager aux personnes intéressées par les connaissances scientifiques à portée pratique dans le champ de la formation professionnelle des résultats récents de recherche.
Voici ce qui vient de sortir et qui vous est accessible du volume 5, deuxième numéro, d’août 2018 que vous pouvez consulter en cliquant sur l’adresse suivante : http://www.ijrvet.net/index.php/IJRVET
The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality
Auteurs : Jennifer Diedrich, Aljoscha C. Neubauer, Anna Ortner
Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality, or vocational interest alone have shown relationships with professional success or work satisfaction for each predictor separately. Nevertheless, these predictors have rarely been studied simultaneously.
Methods: To this end we tested the incremental validity of abilities, traits, and interests in a sample from diverse occupations: In 648 apprentices and students from five different branches (Food, Tech, People, Office, Craft) the (incremental) contributions of 3 intelligence factors (verbal, numerical, spatial), 3 alternative abilities (social-emotional, creative, practical), 4 conscientiousness facets, other big five factors (O, E, A, N), and of 14 professional interests were analysed regarding prediction of GPA in professional schools and school/job satisfaction.
Results: Intelligence and conscientiousness were best predictors, followed by social-emotional competence and interests, whereas other traits provided marginal contributions. Predictors varied between branches, mostly following expectations. The test battery allowed a very good prediction of apprenticeship success (max. 37%), but for some branches prediction was considerably lower.
Conclusion: Criteria for person-job-fit are not swappable, neither are the predictors. Professional success was mostly predicted by a different predictor set -namely ability and the personality dimension of conscientiousness- then satisfaction, which was mostly predicted by non-interest in a certain occupation. As a practical implication, we conclude that choosing the right candidate for a certain branch one needs to use a broad set of predictor variables. Besides cognitive ability also personality and vocational interests had predictive validity for an individuals person-job-fit.
Decision-making processes among potential dropouts in vocational education and training and adult learning
Auteurs: Vibe Aarkrog, Bjarne Wahlgren, Christian Hougaard Larsen, Kristina Mariager-Anderson, Susanne Gottlieb
Context: Aiming at gaining knowledge about students’ thoughts and actions in deciding to stay in or drop out of an educational programme, an empirical study was conducted on dropout among 18-24-year-old students in VET and basic general adult learning.
Approach: In order to pursue this aim, the study combined two sets of data: weekly student surveys and interviews with these same students. While the surveys provide a weekly snapshot of the students’ thoughts regarding the probability of them continuing in the programme, their satisfaction with the educational programme as a whole, the specific lessons they attend, and the atmosphere at the school, the interviews contribute with detailed descriptions of the students’ thoughts on the same matters.
Findings: Based on the students’ answers over an eight-week period, it was possible to trace a graph illustrating changes in the students’ attitudes. These graphs can be placed within four categories of development: the stable, the positive, the unstable, and the negative. The latter can furthermore be differentiated as reflecting a stable decline, a fluctuating decline, or a sudden decline. In the interviews, the aim was to elicit the individual students’ thoughts and actions at the points when their graphs took a turn.
Conclusions: The findings show that the students’ thoughts and actions concern matters both inside and outside the school. Furthermore, seemingly trivial matters in the students’ lives are shown to have a potentially decisive influence on the students’ thoughts about staying in or dropping out of a programme. These findings confirm the importance of focusing on students’ decision-making processes in research on dropout. However, further research is needed to increase understanding of processes leading to decisions to drop out of education, including the qualification of methods to capture these processes.
Critical Practice Study of Nursing Evaluated by Teachers
Auteurs: Jessica B Shearer, Johanna Lasonen
Purpose: Competent nursing care is essential to positive patient outcomes and quality patient care. Graduate nurses begin practice as novices in knowledge and experience often entering an environment where patients have several disease processes complicating their care. A strong foundation of educational competencies prior to entering practice is vital for the development and growth of graduate nurses into the role of RN. The purpose of this study was to examine the use of the Nurse Competence Scale among nursing faculty.
Method: Nursing faculty were surveyed to determine which competencies were a priority in nursing practice. The Nurse Competence Scale was used to identify and categorize nurse competences. Brenner’s novice to expert theoretical framework was used to apply findings to curricular programs. IRB approval was granted from each educational institution. SPSS statistical analysis was used to analyze survey results.
Results: Among the categories of the Nurse Competence Scale, nursing faculty identified Acting appropriately in life-threatening situations in the Managing Situations section as most important to practice. In the category of Helping, Planning patient care according to individual needs was identified as most important. Additionally the nursing faculty surveyed rated Contributing to further development of multidisciplinary clinical paths in the Therapeutic Interventions category as the lowest.
Conclusion: This study contributes to the discussion on nursing competence. Priorities for nursing faculty aligned with register nurses in practice. This study helps pair nursing education with practice in several ways including aligning current practice with education. Nurse Educators may use these findings to help join curricular outcomes with practice. Evaluating each item on the Nurse Competence Scale using the critical to practice scale provides insight to the necessary skills and knowledge needed to be competent in nursing. In addition the results may be compared to current practice guidelines to ensure best practice. Further research linking education and practice using nursing competence is needed.
Factors Influencing the Value of CPD Activities among VET Teachers
Auteurs : Per Andersson, Mattias Hellgren, Susanne Köpsén
Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupation, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.
Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts — teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typically include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.
Findings: Dispositional drivers, the teacher’s sex, and regular performance of the activity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educational background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.
Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.
Book Review: History of Vocational Education and Training in Europe
Auteur : Ruhi Tyson
The book is volume 14 in the series Studies in Vocational and Continuing Education. Series editors are Philipp Gonon & Anja Heikkinen. Volume 14, History of Vocational Education and Training in Europe: Cases, Concepts and Challenges is edited by Esther Berner, Professor for Educational Science, Helmut-Schmidt University in Hamburg, Germany, and Philipp Gonon, Professor for VET and Teacher Training, University of Zurich, Switzerland.
Louis Cournoyer, Ph.D., c.o.