La FP dual desde la perspectiva del profesorado: elementos que condicionan su implementación en los centros

Pineda-Herrero, Pilar; Calí, Anna Ciraso; Arnau‐Sabatés, Laura

doi:10.5944/educxx1.21242

Cited by 13 publications

(16 citation statements)

References 4 publications

(8 reference statements)

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“…With the implementation of VET in Spain, a significant part of the literature has focused on teachers and the education system, and much less on the companies that have become central to this new system (Marhuenda et al 2016;Pineda-Herrero et al, 2019;Pozo-Llorente et al, 2020). Thus, teachers' opinions on dual VET and its requirements have been analysed (Marhuenda et al, 2016).…”

Section: Marrero-rodríguez Stendardimentioning

confidence: 99%

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

Rodríguez

Stendardi

2023

IJRVET

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Context: Vocational education and training (VET) has become a key issue in today's highly dynamic business, technological and economic environment, with a complex diversity of systems within the European Union. This paper aims to study the implementation of dual VET in Spain, focusing on the working conditions of company tutors in the tourism sector of Andalusia and the Canary Islands.Approach: Dual VET has been implemented in different ways, both between the different autonomous regions and professional areas since it was launched in 2012. In order to analyse these differences, interviews with teachers, head teachers, students and company tutors were carried out, between 2020 and 2021, in centres that had implemented dual vocational education training and centres that had not. The educational programme in dual VET implies a closer collaboration between schools and companies, as both are active training areas; the training objectives are shared between the school and the company. In this study, the company tutor is studied in his or her facet as trainer and assessor; but special emphasis is placed on the characteristics of the tourism sector, given its relevance in understanding the educational processes involved. Three dimensions underpin the analysis: the characteristics of the company tutor, the training and assessment processes implemented and the link that both maintain with the dynamics of tourism companies.Findings: In general terms, the initial assumptions put forward are confirmed. Firstly, the educational centre leads the process, taking the initiative yet without having the conditions of governance and negotiation typical of the Germanic countries from which these vocational education training systems originate. Secondly, the main characteristics of the company tutor are heterogeneity and informality. Thirdly, the contents and methodology are conditioned by the characteristics of the tourism sector. And finally, assessment also follows informal and changing procedures, generating tensions between the educational centre and company.Conclusions: These results give rise to some theoretical reflections. If the education system is an institution based on the principle of equality, it is worth asking to what extent dual VET can alter this principle, as the company adapts some of the contents and learning outcomes to its specific needs. In addition, an important differentiating factor that marks the learning dynamics has been detected: the size of the company. The difference in size may also influence the future prospects of trainees joining the workforce after completion of VET studies.

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Section: Marrero-rodríguez Stendardimentioning

confidence: 99%

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

Rodríguez

Stendardi

2023

IJRVET

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“…Diferentes estudios demuestran que una de las principales limitaciones de estos agentes es la de su propia formación, haciéndose necesario mejorar la acción tutorial en los centros de trabajo y fomentar la conexión entre centros educativos y el mercado laboral (Marhuenda, Chisvert y Palomares, 2016;Martín, 2016;Pineda, Ciraso y Arnau, 2019). Por eso, es conveniente que, desde las empresas, se planteen acciones orientadas a la formación de tutoras y tutores y se les proporcionen las herramientas necesarias para formar al alumnado en competencias genéricas y específicas propias del sector productivo de la empresa, garantizando así la calidad de los procesos de enseñanza-aprendizaje del alumnado de Formación Profesional Dual.…”

Section: Papel Del Tutor O Tutora De Empresa En El Marco De La Fp Dualunclassified

“…Con frecuencia, como se constata en los resultados, los tutores y las tutoras de empresa desconocen en qué consiste la Formación Dual, cómo está estructurada, y qué funciones y tareas deben desarrollar. Estudios precedentes, ponen de manifiesto que este profesional debe tener unos conocimientos y competencias técnico-profesionales, pedagógicas y sociales que le permitan desempeñar su labor de tutor y/o formador de manera adecuada (Alemán, 2015;Pineda, Ciraso y Arnau, 2019;Sauli, 2021).…”

Section: Conclusiones Y Discusiónunclassified

El papel de la empresa en el marco de la Formación Profesional Dual. Análisis de la percepción de los tutores y tutoras de empresa

Sánchez¹,

Condón²,

Aires³

2022

REOP

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La Formación Profesional Dual tiene como objetivo reducir el desempleo juvenil, facilitar la transición entre sistema educativo y mercado laboral y promover la empleabilidad de los jóvenes. Estos objetivos se estructuran en torno a una alianza entre instituciones que se centra en combinar de manera coordinada los procesos de enseñanza-aprendizaje en centros y empresas. El tutor de empresa es uno de los agentes fundamentales para lograr el desarrollo integral del alumnado que opta por esta modalidad formativa. El estudio tiene como objetivo conocer el desarrollo de la FP Dual en la empresa y el nivel de satisfacción de tutores y tutoras con los proyectos implementados. Basándose en la metodología cualitativa se ha diseñado un estudio mediante entrevista en profundidad administrada a doce tutores y tutoras de empresas de diferentes sectores y tamaños de Asturias. Los resultados muestran la importancia de la incorporación y adaptación del alumnado a la empresa, la necesidad de establecer vínculos entre centros y empresas para realizar una formación y seguimiento de calidad y la satisfacción de los tutores con los resultados, aprendizajes del alumnado y grado de inserción en la empresa. Concluimos destacando la necesidad de una formación ad hoc para tutores y tutoras de empresa en función de los distintos sectores productivos que facilite la coordinación entre centro educativo y empresa y les dote de estrategias pedagógicas que les permita desempeñar adecuadamente sus tareas formativas en la empresa en FP Dual.

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“…For other authors, this is not the main problem (Hunt & Pellegrino, 2002), so this answer may represent a peculiarity of the context studied (Spanish universities) and may open up interesting lines of research for the future. Mainly, because in the Spanish context temporary dedication to formative assessment has been identified as one of the most widespread difficulties in any educational initiative regardless of level (Aragonés et al, 2020;Cubero & Ponce, 2020;Pineda et al, 2019).…”

Section: Relevant In and Archit Degrees In The Other H Degrees Invmentioning

confidence: 99%

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

Espinosa¹,

García-Tudela²,

Porlán³

2022

IES

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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.

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La FP dual desde la perspectiva del profesorado: elementos que condicionan su implementación en los centros

Cited by 13 publications

References 4 publications

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

The Implementation of Dual Vocational Education and Training in Spain: Analysis of Company Tutors in the Tourism Sector

El papel de la empresa en el marco de la Formación Profesional Dual. Análisis de la percepción de los tutores y tutoras de empresa

Formative E-Assessment: A Qualitative Study Based on Master’s Degrees

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