Integration of the theory of vocational didactics with school practice: observations of vocational teacher students
DOI:
https://doi.org/10.12697/eha.2019.7.2.08Keywords:
vocational education and training, vocational didactics, vocational teachers, vocational teacher trainingAbstract
Kutseõppedidaktikas keskendutakse kutseõppe ja töömaailma sidususest lähtudes väljundipõhise õppe planeerimisele, rakendamisele ja hindamisele ning kutseõppedidaktikal on oluline koht kutseõpetajakoolituses ja igapäevatöös. Uurimustest ilmneb, et õpetajad ei mõtesta sageli kutseõppedidaktikat teoreetilise kontseptsioonina ning väljundipõhise kutseõppe põhimõtted ei ole kutsehariduses täielikult juurdunud. Artikli eesmärk on selgitada kutseõpetajakoolituse üliõpilaste oskust seostada omandatud kutseõppedidaktika teoreetilisi teadmisi koolitegelikkusega. Rakendatav kvalitatiivne temaatiline analüüs põhineb 12 üliõpilase praktika vaatlusülesandes esile toodud tähelepanekutel ja seostel kutseõppedidaktika teooriaga. Uurimistulemused näitavad, et üliõpilaste tähelepanekud kirjeldavad lihtsustatult kutseõppedidaktika teooria ilmnemist koolitegelikkuses ja vaatluste tõlgendused seostuvad tugevamalt vaatlusperioodil omandatud teoreetiliste teadmistega kutseõppedidaktika kohta.
SummaryDownloads
References
Baartman, L. K. J., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134. https://doi.org/10.1016/j.edurev.2011.03.001
Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Teachers’ opinions on quality criteria for competency assessment programmes. Teaching and Teacher Education, 23, 857–867. https://doi.org/10.1016/j.tate.2006.04.043
Barnett, M. (2006). Vocational knowledge and vocational pedagogy. In M. Young & J. Gamble (Eds.), Curriculum and qualifications for South Africa furter education (pp. 143–158). South Africa: HSRC Press.
Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Dordrecht et al.: Springer Science & Business Media.
Cedefop (2015). Vocational pedagogies and benefits for learners: Practices and challenges in Europe. Cedefop research paper No. 47. Luxembourg: Publications Office of the European Union.
Creswell, J.-W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
De Bruijn, E., & Leeman, Y. (2011). Authentic and self-directed learning in vocational education: Challenges to vocational educators. Teaching and Teacher Education, 27(4), 694–702. https://doi.org/10.1016/j.tate.2010.11.007
Duch, H., & Andreasen, K. E. (2015). Reforming vocational didactics by implementing new VET teacher education in Denmark: Tensions and challenges reflected in interviews with vocational college teachers. International Journal for Research in Vocational Education and Training, 2(3), 195–213. https://doi.org/10.13152/IJRVET.2.3.5
Engeström, Y. (2009). Expansive learning: Toward an activity-theoretical reconceptualization. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists... in their own words (pp. 53–74). London, New York: Routledge.
Erivajadusega isikute kutseõppeasutuses õppimise tingimused ja kord (2014). Riigi Teataja, RT I, 2014, 4. Külastatud aadressil https://www.riigiteataja.ee/akt/115052014004.
Euroopa kutsehariduse arvestuspunktide süsteemi (ECVET) põhimõtete rakendamine Eesti kutseõppes (2018). Tallinn: Sihtasutuse Archimedes hariduse rahvusvahelistumise agentuur. Külastatud aadressil http://haridus.archimedes.ee/sites/default/files/Dokumendid/ECVET_Uuringu_Aruanne.pdf.
Fischer, M., Jungmann, W., Schreiber, A., & Ziegler, M. (2014). Research methods in technical vocational education and training. In Z. Zhao & F. Rauner (Eds.), Areas of vocational education research (pp. 215–260). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-54224-4_11
Gessler, M., & Moreno Herrera, L. (2015). Vocational didactics: Core assumptions and approaches from Denmark, Germany, Norway, Spain and Sweden. International Journal for Research in Vocational Education and Training, 2(3), 152–160. https://doi.org/10.13152/IJRVET.2.3.1
Hirschi, A. (2010). Relation of vocational identity statuses to interest structure among Swiss adolescents. Journal of Career Development, 38(5), 390–407. https://doi.org/10.1177/0894845310378665
Illeris, K. (2009). A comprehensive understanding of human learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists... in their own words (pp. 7–20). London, New York: Routledge.
Ingle, S., & Duckworth, V. (2013). Teaching and training vocational learners. Los Angeles et al.: Learning Matters SAGE.
Kutseharidusstandard (2013). Riigi Teataja, RT I, 2013, 13. Külastatud aadressil https://www.riigiteataja.ee/akt/119062018016?leiaKehtiv.
Kutsepedagoogika. Bakalaureuseõppekava (2018). Tallinna Ülikool, haridusteaduste instituut. Külastatud aadressil http://ois.tlu.ee/pls/portal/ois2.ois_public.main.
Kutseseadus (2008). Riigi Teataja, RT I 2008, 24, 156. Külastatud aadressil https://www.riigiteataja.ee/akt/12974050?leiaKehtiv.
Kutsestandard. Kutseõpetaja, tase 6 (2014). Hariduse kutsenõukogu. Külastatud aadressil https://www.kutseregister.ee/ctrl/et/Standardid/vaata/10536032.
Kutseõppes kasutatav ühtne hindamissüsteem, õpiväljundite saavutatuse hindamise alused, hindamismeetodid ja -kriteeriumid ning hinnete kirjeldused (2013). Riigi Teataja, RT I, 2013, 17. Külastatud aadressil https://www.riigiteataja.ee/akt/129082013017.
Kõverjalg, A. (1989). Kutseõppe didaktika ja psühholoogia. Tallinn: Valgus.
Lucas, B., Spencer, E., & Claxton, G. (2012). How to teach vocational education: A theory of vocational pedagogy. City & Guilds Centre for Skills Development.
Loogma, K. (2013). Kutseharidus. R. Mikser (toim.), Haridusleksikon (lk 162–169). Tallinn: Eesti Keele Sihtasutus.
Mezirow, J. (2009). An overview on transformative learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists… in their own words (pp. 90–105). London, New York: Routledge.
Moodie, G. (2002). Identifying vocational education and training. Journal of Vocational Education & Training, 54(2), 249–266. https://doi.org/10.1080/13636820200200197
Mulder, M., & Winterton, J. (2017). Introduction. In M. Mulder (Ed.), Competence-based vocational and professional education, technical and vocational education and training: Issues, concerns and prospects (pp. 1–43). Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-41713-4_1
Noorväli, H., Piisang, E., Piiskop, K., Pilli, E., Põiklik, E., Rekkor, S., & K. Toom (2014). Kutsehariduse kooliõppekavade koostamise ja arendamise käsiraamat. Tartu: Greif.
Nore, H. (2015). Re-contextualizing vocational didactics in Norwegian vocational education and training. International Journal for Research in Vocational Education and Training, 2(3), 182–194. https://doi.org/10.13152/IJRVET.2.3.4
Ott, B. (2000). Grundlagen des beruflichen Lernens und Lehrens. Ganzheitliches Lernen in der beruflichen Bildung. Berlin: Cornelsen Verlag.
Pahl, J.-P. (2014). Vocational education research: Research on vocational pedagogy, vocational discipline and vocational didactics. In Z. Zhao & F. Rauner (Eds.), Areas of vocational education research (pp. 17–43). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-54224-4_2
Paju, H. (2008). Kutsepedagoogiline koolitus Eestis. H. Paju (toim.), Elukestev õpe: õppimise kutse (lk 17−25). Tallinn: Tallinna Ülikooli Kirjastus.
Pilli, E., & Kuusk, T. (2013). Riiklike õppekavade uuendamine 2010–2013. Eriala- ja üldharidusõpingute lõimimine kutseõppes. Tallinn: Innove.
Rauner, F. (2007). Practical knowledge and occupational competence. European Journal of Vocational Training, 40(1), 52–66.
Said, A. (2018). Vocational teaching-learning through the eyes of undergraduate vocational students in Malta: A qualitative exploratory study. International Journal for Research in Vocational Education and Training, 5(1), 42–63. https://doi.org/10.13152/IJRVET.5.1.3
Unt, I. (2013). Didaktika. R. Mikser (toim.), Haridusleksikon (lk 48–53). Tallinn: Eesti Keele Sihtasutus.
Virtanen, A., Tynjälä, P., & Eteläpelto, A. (2014). Factors promoting vocational students’ learning at work: Study on student experiences. Journal of Education and Work, 27(1), 43–70. https://doi.org/10.1080/13639080.2012.718748
Virtanen, A., Tynjälä, P., & Stenström, M.-L. (2008). Field-specific educational practices as a source for students’ vocational identity formation. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 19–34). Rotterdam: Sense. https://doi.org/10.1163/9789087906450_003
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
