Pedagogic practices in the context of students’ workplace learning: a literature review

Ceelen, Lieke; Khaled, Anne; Nieuwenhuis, Loek; Bruijn, Elly de

doi:10.1080/13636820.2021.1973544

Cited by 12 publications

(13 citation statements)

References 35 publications

(64 reference statements)

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“…Affordances to 'observe caregiving activities' show how students are invited to participate through observations in placements. This involves experts' demonstrations of vocational knowledge and skills, including the out-loud articulation of their clinical reasoning (Ceelen et al, 2021). Besides the varied possibilities for engaging in caregiving activities, most students were invited to participate in all kinds of social interactions.…”

Section: Discussionmentioning

confidence: 99%

Understanding students’ participation in physiotherapy and nursing work settings

Ceelen

Khaled

Nieuwenhuis

et al. 2022

Adv in Health Sci Educ

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Students’ health profession education includes learning at the workplace through placements. For students, participating in daily work activities in interaction with supervisors, co-workers and peers is a valuable practice to learn the expertise that is needed to become a health care professional. To contribute to the understanding of HPE-students’ workplace learning, the focus of this study is to identify affordances and characterise student’s participation during placements. We applied a research design based on observations. Three student-physiotherapists and four student-nurses were shadowed during two of their placement days. A categorisation of affordances is provided, in terms of students’ participation in activities, direct interactions and indirect interactions. Students’ daily participation in placements is discussed through unique combinations and sequences of the identified affordances reflecting changing patterns over time, and differences in the degree of presence or absence of supervisors, co-workers and peers.

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Section: Discussionmentioning

confidence: 99%

Understanding students’ participation in physiotherapy and nursing work settings

Ceelen

Khaled

Nieuwenhuis

et al. 2022

Adv in Health Sci Educ

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“…Industry supervisors support learning in the workplace in the form of shared understanding and experience, facilitating students to participate and reflect actively and through direct interaction (Ruoranen et al, 2017). Supervisors demonstrate workplace work to students daily (Ceelen et al, 2021). The facilities and infrastructure owned by the accompanying industry support media for students while carrying out internships.…”

Section: Discussionmentioning

confidence: 99%

Readiness of Internships Program During The Covid-19 Pandemic: Students, School, and Industry Perspective

Shodiq

Sutiman²

2022

JPP

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The COVID-19 pandemic has made learning at school unable to be carried out face-to-face; this condition has a worse effect on vocational education, which cannot carry out practical learning to prepare students that must carry out internships in industry. This study explores the student readiness level in carrying out internship programs during the pandemic and the other perspective from school and industry. This article focused from the point of view on the results of a mix-method online survey among 160 internship students. Teachers and industry practitioners were also interviewed to corroborate the results of the readiness research. The results show that 4.04% of students had a low level of readiness, 60.18% had a moderate level of readiness, 24.98% had a high level of readiness, and only 10.80% had a very high level of readiness. The school is responsible for preparing their student competence before sending them to the internship program in the industry, even in crises, because the industry is already prepared for exceptional cases like the pandemic. Industry advises schools to prepare students on the competence of motorcycle periodical maintenance. Schools with industry must have special programs planning to prepare students' competence for crises.

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“…The industry-university cooperation helps build professional networks (business leaders and vocational teachers) and facilitates ongoing dialogue and knowledge sharing that directly affect teachers' subject-related learning in the workplace. Evidently, teachers' pedagogical practice supports students' vocational learning and participation in vocational activities (Ceelen et al, 2023). Thus, vocational teachers' involvement in collaborated enterprises necessitates a high degree of integration of theory and practice, which allows vocational colleges to establish a positive, cooperative relationship with the company staff.…”

Section: Facilitating Students' Professional Engagementmentioning

confidence: 99%

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

Zhao,

2024

JWL

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Purpose This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration. Design/methodology/approach Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories. Findings The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice. Research limitations/implications The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings. Practical implications Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios. Originality/value This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

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Pedagogic practices in the context of students’ workplace learning: a literature review

Cited by 12 publications

References 35 publications

Understanding students’ participation in physiotherapy and nursing work settings

Understanding students’ participation in physiotherapy and nursing work settings

Readiness of Internships Program During The Covid-19 Pandemic: Students, School, and Industry Perspective

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

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