How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training

Schmid, Evi; Jørstad, Beate; Nordlie, Gøril Stokke

doi:10.3384/njvet.2242-458x.2111347

Cited by 11 publications

(13 citation statements)

References 39 publications

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“…The national tests can thus be seen as a factor that risks reducing students' motivation for mathematics because students do not see any relevance in the tasks, while at the same time the possibility of making independent subject choices decreases (cf. Deci & Ryan, 2002;Högberg, 2011;Jungert, 2014;Lindberg, 2010;Schmid et al, 2021). Nevertheless, the need to adapt mathematics teaching to the design of the national tests can be questioned.…”

Section: Discussionmentioning

confidence: 99%

“…Her study shows that a good relationship with the teacher influences a student's attitude to the subject of teaching and promotes the student's learning and school attendance. Schmid et al (2021) studied how vocational students who are particularly at risk of failing in their studies due to their social background can be kept on the 'right track'. They conclude that good relationships with teachers are crucial, as well as expectations being at the right level so that students are given the opportunity to succeed with schoolwork.…”

Section: Previous Researchmentioning

confidence: 99%

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How can students in vocational education be motivated to learn mathematics?

Muhrman

2022

NJVET

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.

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Section: Discussionmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

How can students in vocational education be motivated to learn mathematics?

Muhrman

2022

NJVET

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“…Men ved å oppsøke elevene enkeltvis viste laererne at de brydde seg om eleven og at de hadde forventninger til at eleven gjorde lekser og jobbet med skolearbeidet. At dette er viktig, støttes av tidligere forskning som har vist at laererens forventninger kan ha avgjørende betydning for elevenes motivasjon og ønske om å fullføre utdanningen (Schmid et al, 2021). Med pandemien i bakspeilet, er det viktig å huske at ingen samtaler foregår i et emosjonelt vakuum og at pandemien og skolestengingen kan ha utløst følelser som frykt, oppgitthet eller maktesløshet.…”

Section: Diskusjonunclassified

Praktisk yrkesopplæring på nett: En case-studie av yrkesfaglæreres undervisningspraksis under covid-19-pandemien

Andersson,

Lensjø,

Storvik

2024

NJVET

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The purpose of this article is to develop knowledge about the experiences of technical vocational education and training teachers in Norway during the covid-19 school closures in the spring and autumn of 2020. Data has been obtained through an electronic questionnaire with open, text-based answers. 18 vocational teachers participated in the survey, which shows that the closure had major consequences for vocational students in the technological education programs. The home school’s narrow framework conditions made it difficult to replace the school’s practical workshop and hands-on training. The study shows that the closure has triggered major differences in how vocational training was carried out. While some students only participated in digital home school, other students were able to have more practice in firms and enterprises than in ordinary school life. Excluded from school, training firms, and leisure activities, many students felt lonely and passive and some were eventually in danger of dropping out of school. The study shows that the vocational teachers took extensive responsibility and worked hard to find relevant and practical tasks for their students in the crisis that arose. One-to-one conversations between teacher and student as well as a close school-home collaboration became decisive for the students' experience of social and professional belonging.

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“…There has been growing research interest in the inclusion of Nordic vocational education and training (VET) systems (e.g., Jørgensen et al, 2018;Schmid et al, 2021). However, little research is available on the VET system providing intensive special learning support in so-called special vocational colleges, or on the interaction between vocational special needs teachers and students with special educational needs (SEN).…”

Section: Introductionmentioning

confidence: 99%

Vocational special needs teachers promoting inclusion in Finnish vocational education and training

Ryökkynen

Räty

2022

NJCIE

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The role of Finnish vocational special needs teachers has changed during the last decades according to work-life needs and inclusive ambitions in education. In addition to substance competence, teachers need pedagogical knowledge and special education skills. This study investigates descriptions by Finnish vocational special needs teachers of the interaction with students who receive intensive learning support, and the study traces their opportunities to support the students in vocational colleges, work life, and society, and thus inclusion. We ask: (RQ1) How do vocational special needs teachers describe students with special educational needs (SEN) and their interaction with them? (RQ2) What in the vocational special needs teachers’ descriptions promotes the students’ membership in the vocational education and training (VET) system, in the world of work, and society in general, thus inclusion? We interviewed nine vocational special needs teachers who work as class leaders in VET colleges which provide intensive special support for students. The analysis of the interview data followed the principles of qualitative content analysis, and a category analysis was applied as a methodological tool to elaborate on the teachers’ descriptions. The findings revealed three themes: (1) Students’ profiles; (2) Interaction with the students; (3) Students’ special needs. The participants of the study described the students and the interaction with them mainly in learning situations, but simultaneously they had a strong will to encourage the students’ interaction also in different situations and circumstances, and thus, support the students’ subjective and social growth. The study argues that to promote inclusion in VET it would be essential to acknowledge that the identity of vocational teachers is based not only on their identity as educational or vocational specialists but there is also a third domain which could be seen as a teacher agent’s role as they construct a bridge between the college and real world.

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How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training

Cited by 11 publications

References 39 publications

How can students in vocational education be motivated to learn mathematics?

How can students in vocational education be motivated to learn mathematics?

Praktisk yrkesopplæring på nett: En case-studie av yrkesfaglæreres undervisningspraksis under covid-19-pandemien

Vocational special needs teachers promoting inclusion in Finnish vocational education and training

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