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Descriptors:
Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education

Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Logical Thinking; Construct Validity; Researchers; Technology Education; Grades (Scholastic); Vocational Education; Failure; Academic Achievement; Vocational Education Teachers; Success; Teaching Methods; Technology Uses in Education; Problem Solving; Critical Thinking; Educational Technology

Abstract:
Achieving success takes hard work and perseverance, but another crucial ingredient is the ability to learn from failure. Instructors must encourage students to make mistakes within the classroom so they will attempt great things outside it. This is where the freedom of trial and error should be championed, to be able to hone students' skills so that when they leave, they thrive. The 21st-century learner has a great advantage over previous generations when it comes to the ability to fail and learn from it. Today's student is able to fail using technology and gain more insight than other generations because they are willing to try something and see what the outcome is without fear. Previous generations had to be so worried about the technology itself that exploration was stunted. The working world looks for people who can overcome failures and setbacks for their employers through critical thinking and problem solving. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Seminars; Vocational Education; Professional Associations; Vocational Education Teachers; Public Policy; Legislators

Abstract:
The ACTE National Policy Seminar (NPS) is a time for Association of Career and Technical Education (ACTE) members to meet with Members of Congress or their staff, hear from high-ranking officials in various levels of government, attend educational sessions, network with fellow ACTE members and more. In this article, the authors provide their viewpoints on attending ACTE's 2012 National Policy Seminar. This article explains why they believe attending this annual event is vital as CTE educators. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Education; Vocational Education; Professional Associations; Accountability; Employment Potential; Job Skills; Technology Integration; Educational Strategies; Vocational Education Teachers

Abstract:
As the leader in career and technical education (CTE), the Association for Career and Technical Education (ACTE) understands the ongoing challenges faced by the CTE community. That is why ACTE has created CareerTech VISION 2012, a bold and visionary event that addresses the evolving needs of the global society and meets all individual and institutional objectives in one location. CareerTech VISION 2012 is a groundbreaking summit on excellence in CTE, bringing together the critical information, resources and tools that will empower teachers, administrators and guidance counselors to continue making a real difference in their students' lives. CareerTech VISION 2012 is designed "for" CTE educators "by" CTE educators and represents the best of the best on every level. In this article, the author provides the inspiration behind CareerTech VISION 2012. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Vocational Education; Vocational Education Teachers; Faculty Development; Administrators; Mentors; Instructional Effectiveness; Grounded Theory; Interviews

Abstract:
Introducing new methods of teaching and learning requires an institutional approach to professional development in order to cater for the different levels and requirements of staff. The increase in e-learning use has prompted many institutions to adopt a whole organisation approach to professional development for lecturers. This paper proposes to answer three related questions. How do institutions of vocational education within New Zealand structure their institutional provision of e-learning professional development? What training or other development opportunities are provided by institutions? What do e-learning managers feel are the types of e-learning professional development that work best in terms of lecturer development and support? A literature review was completed and interviews were held with e-learning managers from 13 institutions. The data collected from the interviews were then analysed using a grounded analysis approach. The analysis process yielded concepts that were related to different types of professional development training, information and support. The analysis provided a structure of professional development. Furthermore, the efficiency of the types of e-learning professional development was analysed based on e-learning managers' perception and evaluation models. Professional development with opportunities for skill acquisition and collaboration was deemed the most effective. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Teaching Methods; Faculty Development; Educational Change; Foreign Countries; Educational Innovation; Mixed Methods Research; Program Effectiveness; Program Evaluation; Vocational Education Teachers; Models; Adoption (Ideas)

Abstract:
The purpose of this article is to describe the use of the Concerns Based Adoption Model (Hall & Hord, 2006) as a conceptual lens and practical methodology for professional development program assessment in the vocational education and training (VET) sector. In this sequential mixed-methods study, findings from the first two phases (two of five) of data collection and analysis are used as examples to profile the journeys of professional change experienced by 27 VET teachers involved in a four-year systemic-change professional-development initiative designed to extend and refine their pedagogical practice. The examples support the view that a Concerns Based Adoption Model provides an effective framework for better understanding teachers' professional change in a VET context. The conceptual and practical usefulness of this approach is discussed in terms of its implications for the future design, implementation and assessment of professional development initiatives. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Motivation; Career Choice; Vocational Education Teachers; Individual Differences; Socialization; Beliefs; Satisfaction

Abstract:
Given the scarcity of educators in Swiss vocational education and training (VET) and the lack of scientific knowledge about these individuals, the aim of the present study was to investigate motivations to become VET educators. In order to focus on individuals instead of variables, a typological approach was adopted and motivational profiles were built. The Factors Influencing Teaching choice framework was adapted to the context of the study and used to investigate multiple motivations, beliefs about the occupation, and pedagogical beliefs in a sample of 605 teachers and trainers from the German speaking and French speaking parts of Switzerland. Five profiles of motivation were extracted from the data, pointing to heterogeneity in the sample. Differences in socio-demographics, antecedent socialization, beliefs about the occupation, and satisfaction with career choice were found. On this basis, the authors suggest guidelines about how to advertise and attract individuals to become VET educators. Notably, the values to emphasize in order to make the occupation attractive have to be adapted to the linguistic region and the type of educators targeted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education Teachers; Secondary School Teachers; Teacher Attitudes; Gender Differences; Gender Discrimination; Interviews; Postmodernism; Feminism; Foreign Countries

Abstract:
This article analyses how Finnish vocational teachers make sense of the meanings of gender in their work. The context of the study consists of the two most gender segregated environments of vocational education: the female-dominated Sector of Health and Social Services and the male-dominated Sector of Technology and Transport. Our analysis draws on 23 teacher interviews conducted in two vocational institutions, offering vocational upper secondary education and training to both young and adult students. The data is analysed from post structural and material feminist theoretical positions, using various conceptualizations of gender. Our findings suggest that both male and female teachers have adopted the idea of gender neutrality, whilst they simultaneously provide dichotomical and hierarchical perceptions of men and women as vocational teachers. Consequences of minority position in the staff room are different for females and males. In the field of technology and transport, women in the minority, on the other hand, need to struggle continuously with masculine vocational hierarchies to gain professional respect. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Expertise; Vocational Education Teachers; Technology Education; Teacher Education; Foreign Countries; Identification; Teacher Attitudes; College Faculty; Higher Education

Abstract:
The professionalism of teachers is based on three levels of expertise: mastering academic knowledge, mastering the teaching of this knowledge and mastering the role played by teachers in schools. For each of these levels, each student during the teacher training courses has his own understanding. This understanding influences their perception of the job of teacher and thus their attitude towards their training. Efficiency of this training could be evaluated through the evolution of this understanding. The experimental part of this study will involve looking at this evolution with students from the ENSET in Libreville at the beginning of the training course, the end of the first cycle and the end of the second cycle. Data collected shows that training does not really produce the desired results for a university vocational teacher training course for technology education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Animation; Engines; Doctoral Programs; Masters Programs; Models; Vocational Education Teachers; Vocational Education; Engineering; Auto Mechanics; Secondary School Science; Science Teachers

Abstract:
Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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