Learning Potentials of Job Shadowing in Teacher Education

Makovec, Danijela

doi:10.26803/ijlter.20.12.15

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…This challenge takes the researchers to find a balanced approach for further improving education standards. As a result of this problem, one of the methods that have gained importance is job shadowing (Danijela, 2021). Understanding its relevance and novelty shows that job shadowing is a solid method to advance learning in career development.…”

Section: Introductionmentioning

confidence: 99%

Job Shadowing as a Method in Further Education

Margeviča-Grinberga,

Kalēja

2024

SIE

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In response to the advanced shifts within the professional era, this study underscores the novel application of job shadowing as a medium of further education. By providing an understanding of the shifting requirements for practical knowledge in career building, this research represents the various scenarios of job shadowing for advanced professional growth. This study employed a mixed-methods approach employed quantitative surveys and qualitative interviews. The responses of 63 professionals from various industries involved in job shadowing were thoroughly analysed. The responses demonstrate the significant impact of job shadowing on acquiring skills and developing career trajectories. The respondents emphasise the importance of acquiring extensive practical knowledge, obtaining precise and reliable information about various professional job positions, and increasing their confidence to the most extent. Further, job shadowing is also helpful in expanding professional networks. This approach also contributes to a broader scenario on career-building journeys. Other than these positive outcomes, challenges were also underlined. These include a limited number of opportunities and not enough knowledge of employees in this field. This study represents the shifting position of job shadowing and recommends practical suggestions for establishing its efficiency in the professional corporate world. This study provides a detailed overview of the benefits, challenges, and solutions aligned with job shadowing. The study also highlights the important role of new strategies in further education in the recent discussion.

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Section: Introductionmentioning

confidence: 99%

Job Shadowing as a Method in Further Education

Margeviča-Grinberga,

Kalēja

2024

SIE

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“…The other related field in which job shadowing has been studied is K-12 teaching. Research has shown that job shadowing can relate to meaningful learning and the transfer of skills in teaching environments [10]. As covered in the following section, teaching is one of the core components of a job in academia.…”

Section: Job Shadowing In Other Fieldsmentioning

confidence: 99%

Leveraging Job Shadowing as a Technique to Increase Doctorate Student Enrollment

Reynolds,

Ochoa

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Most individuals are familiar with job shadowing as a standard practice in industry. Job shadowing takes on many forms, but for university students, it usually involves spending a short period observing someone working in industry. The role or roles they are observing are potential future career paths. Job shadowing helps students define their future aspirations and motivate them to perform in their current studies. Industries also benefit from job shadowing programs as they provide them with a pipeline of potential future employees. Job shadowing programs exist across multiple domains, including STEM fields, K-12 teaching positions, and the medical professionals' field. The body of literature on job shadowing practices covers these domains. These programs are implemented in various ways, with their advantages and disadvantages summarized and presented in publications. This paper takes the knowledge applied across various domains and suggests a new type of mentorship program centered around academia. For students interested in working in industry, job shadowing occurs in tandem with other experiential learning opportunities, such as internships or Co-Ops. These opportunities often benefit students because they allow them to decide if this work is right for them. However, students who could aspire to remain in academia, i.e., Ph.D. students, do not have the same opportunity. It can be challenging for students to understand what a Ph.D. does in academia, which might discourage them from considering the career as a choice. Furthermore, the few who know they want to work in academia may not know whether they want to be a teaching-oriented professor or a research-focused professor. An established job shadowing program allows students to decide what is best for them and their future careers and consider pursuing a Ph.D. as a valid career choice. A consequence of establishing a program like this could be that more students are encouraged to pursue Ph.D. programs, particularly individuals who are underrepresented in academia. This paper presents the results of reviewing the existing literature on job shadowing programs, analyzes the effects of these programs across domains, and provides advantages and disadvantages that would be applicable to the academic setting. In addition, best practices for implementing job shadowing programs are adapted and presented to provide universities and educators with a guide for beginning a job shadowing program. Finally, for students interested in an academic job shadowing program, this paper also presents a roadmap that can act as a guide for students to follow and create their own shadowing plan if they do not have access to one.

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Structured shadowing as a pedagogy

Nicolini,

Korica

2024

Management Learning

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In this article, we introduce and discuss the potential benefits of structured shadowing, a distinct pedagogy in which the action-proximity of traditional unstructured job shadowing is supplemented by carefully designed pre-, intra- and post-shadowing pedagogical support. We suggest that structured shadowing is a promising yet under-utilized and overlooked pedagogy to enrich management learning and education. Drawing on an interview-based evaluation study of several cohorts of final-year undergraduates in a UK business school, we find that structured shadowing helps students to establish meaningful connections between theory and managerial practices, better appreciate management’s complexities and dispel existing myths and preconceptions. It also allows them to reflect on the types of managers they imagine or aspire to be and helps to model management as a reflective activity. Based on our teaching experience and our results, we argue that structured shadowing offers valuable lessons for our field. It helps to address the challenges of substance, contextual understanding and reflection, which we identify as central to current management education debates. We also acknowledge that while structured shadowing is a powerful resource, it demands significant investment and potential trade-offs, and may reflect certain professional privileges.

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Learning Potentials of Job Shadowing in Teacher Education

Cited by 3 publications

References 16 publications

Job Shadowing as a Method in Further Education

Job Shadowing as a Method in Further Education

Leveraging Job Shadowing as a Technique to Increase Doctorate Student Enrollment

Structured shadowing as a pedagogy

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