Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders

Gijbels, David; Kyndt, Eva; Peeters, Lore M.; Schelfhout, Wouter

doi:10.1007/s10212-016-0309-6

Cited by 6 publications

(7 citation statements)

References 41 publications

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“…2b). Specifically, job control and social support have positive effects on physicians' intentions toward lifelong learning; however, the effects may vary in situations with different job demands, suggesting that the combination of job control and social support with different levels of job demands may better stimulate physicians' willingness to continue their learning for professional development (Chiu et al, 2013;Gijbels et al, 2017). The results of this study highlighted the import roles of job control and social support in fostering physicians' orientation toward lifelong learning, indicating that an increase in job control as well as social support may advance the motivation to learn and improve the positive outcome of learning (De Lange et al, 2010;Taris et al, 2003).…”

Section: Interactions Of Job Demands Control and Supportmentioning

confidence: 99%

The effects of job characteristics on physicians’ orientation toward lifelong learning

Lin

Chen

et al. 2023

Adv in Health Sci Educ

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With the rapidly growing body of medical knowledge, physicians must engage in lifelong learning. Physicians' orientation toward lifelong learning is of crucial importance. This study aimed to explore the effects of job characteristics on physicians' lifelong learning. A multicenter study collecting data from physicians from three medical centers in Taiwan was performed. A total of 321 physicians were surveyed with the Chinese version of the Job Content Questionnaire (C-JCQ) and the revised Jefferson Scale of Physician Lifelong Learning (JeffSPLL) to assess their job characteristics (i.e., job demands, job control, social support) and orientation toward lifelong learning. Exploratory factor analysis was employed to validate both questionnaires. Hierarchical regression was utilized to explore the relationship of job characteristics and predictors with physicians' lifelong learning. The results revealed that job demands (β = 0.10), job control (β = 0.19), social support from supervisors (β = 0.16), the interaction of job demands × job control (β = − 0.11) and the interaction of job demands × social support from colleagues (β = 0.13) were significantly (p < .05, p < .001) related to lifelong learning. Moreover, physicians in the active group (high demand, high control) possessed a stronger orientation toward lifelong learning (mean = 3.57) than those in the low-strain group (mean = 3.42), high-strain group (mean = 3.39) and passive group (mean = 3.20). In conclusion, examining physicians' job demands, job control and social support helps us to understand their orientation toward lifelong learning and may provide insight to improve educational strategies.

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Section: Interactions Of Job Demands Control and Supportmentioning

confidence: 99%

The effects of job characteristics on physicians’ orientation toward lifelong learning

Lin

Chen

et al. 2023

Adv in Health Sci Educ

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“…This variable is significantly different when we compare both groups, but when we analyze the profile, it is similar. These characteristics are essential for the workplace context, as Coiduras et al (2015; and Gijbels et al (2017) remark in their last research. In fact, the evidence indicates that autonomy and social support were important qualities for in-service student teachers' learning in the workplace.…”

Section: Universidad Pedagógica Nacional Colombia Discussionmentioning

confidence: 93%

“…To our knowledge, this is the first study where the students' profile in dual modality of learning is analyzed. So far, studies aimed to investigate the dual learning modality by its own: its importance based on the idea that learning from the workplace is more important and significant (Gijbels et al, 2017;Roure, 2011); the strategies of this learning modality as compared to the standard learning model; as well as the teacher teaching patterns involved in the dual learning modality (Coiduras et al, 2014;Good et al, 2006;Rendón, 2013). However there are not any published study focused on the students' profile in the dual learning system, and its impact for choosing this modality.…”

Section: Universidad Pedagógica Nacional Colombia Discussionmentioning

confidence: 99%

“…This experience helps them weight the correctness of their educational choices: the potential of this particular approach concerning guidance is thus clear. Moreover, students' teaching practice facilitates and accelerates the acquisition of skills, the development of autonomy of action, and the configuration of a professional identity (Boudjaoui et al, 2015;Gijbels et al, 2017;Kaddouri and Vandroz, 2008;Pantoja et al, 2013).…”

Section: Dual Learning Modalitymentioning

confidence: 99%

See 1 more Smart Citation

Learning Patterns, Personality Traits and Motivational Profile of Students of Dual Learning Modality

Nadal¹,

Mañas

Quesada-Pallarès

et al. 2020

Rev. Colomb. Educ.

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The aim of this research article is to identify the profile of students enrolled in dual learning model and standard learning model based on personality traits, learning patterns and motivational orientation. Participants included 212 freshmen enrolled dual learning model (N=97) and standard model (N=115) in the Primary Education Degree. The participants completed 3 questionnaires: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermúdez, 1995), and (3) Motivational Profile Inventory (Corral, Arribas & Fernández, 2010). The results showed that the students who enrolled in dual learning modality tend to be less open, more emotionally stable and take care of their relationships to a greater extent. The two later characteristics are essential for the typology of the learning modality because it is more complex to work and learn in two different environments than one as standard learning. Despite these results, the groups of both learning modalities are similar and therefore possible future lines are considered. Future studies should be conducted with much larger samples and longitudinal design that allows corroborating (or not) that the students who study in dual learning modality are different or can vary their motivational orientations or improve their learning patterns during the course of their training.

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“…Additionally, practicum supports students to increase their self-efficacy levels (Öksüz & Coşkun, 2012). Supervising services provided by school teachers and faculty members to students in pre-service teacher education are considered important in terms of students' self-evaluation (Gijbels et al, 2016). In pre-service teacher education, transferring theoretical knowledge into practice is important for planning and implementation stages.…”

Section: Figurementioning

confidence: 99%

Eğitim Fakültelerindeki Öğretmenlik Uygulaması Dersinin Öğrenci Uygulamaları Açısından Değerlendirilmesi

YÜCEL¹,

MIZIKACI²

2023

AÜEBFD

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Eğitim fakültesi dördüncü sınıf öğrencilerinin Öğretmenlik Uygulaması sürecindeki uygulamalarının kendi bildirimlerine göre değerlendirilmesini amaçlayan araştırmanın yöntemi nicel ve tarama modelinde tasarlanmıştır. Araştırmanın çalışma grubu, 2018-2019 bahar yarıyılında Ankara Üniversitesi Eğitim Bilimleri Fakültesinde öğrenim gören 156 dördüncü sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri, Öğretmenlik Uygulaması Dersi Ders Planlama ve Uygulama Durumları Ölçeği (ÖDPUÖ) ile toplanmıştır. Ölçek, planlama ve uygulama olarak iki alt boyuttan oluşmaktadır. Verilerin analizinde betimsel istatistik, tek yönlü varyans analizi ve LSD testleri kullanılmıştır. Araştırma sonucunda, öğrencilerin Öğretmenlik Uygulaması dersi sırasında öğretim süreci aşamalarını uygulama düzeylerinin yüksek olduğu belirlenmiştir. Öğrencilerin Öğretmenlik Uygulaması dersi sırasında öğretim süreci aşamalarını uygulama düzeyleri, ders anlatım sayılarına ve uygulama öğretmeni tarafından izlenme sayılarına göre farklılaşmakta iken uygulama öğretim üyesi tarafından izlenme sayılarına bağlı değişim göstermemektedir. Araştırmanın diğer bir sonucuna göre, öğrencilerin Öğretmenlik Uygulaması dersinde ders planlama aşamalarını uygulama düzeyleri, ders planı hazırlama sayılarına göre farklılaştığı belirlenmiştir. Öğretmenlik Uygulaması dersi kapsamında izleme, denetleme, rehberlik ve değerlendirme etkinliklerinin iyileştirilmesi önemli görülmektedir

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Getting out the most of the combination of working and learning: the case of teachers-in-training in Flanders

Cited by 6 publications

References 41 publications

The effects of job characteristics on physicians’ orientation toward lifelong learning

The effects of job characteristics on physicians’ orientation toward lifelong learning

Learning Patterns, Personality Traits and Motivational Profile of Students of Dual Learning Modality

Eğitim Fakültelerindeki Öğretmenlik Uygulaması Dersinin Öğrenci Uygulamaları Açısından Değerlendirilmesi

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