3,615 results on '"TRAINEES"'
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2. The Effects of Trainers' Competence on Employability of Government Polytechnic College Graduates in Dire Dawa City, East-Central Ethiopia
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Zewdu Teshome Woldesemayat and Birhane Sime Geressu
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The need for competent and qualified trainers is of paramount importance for an effective technical training system that, in turn, helps to produce competent and employable graduates for the country's economy. The purpose of this study is to investigate the effects of trainers' competence on the employability of polytechnic college graduates in Dire Dawa. The study employed a descriptive-correlational-explanatory research design with a quantitative research method. The sample for quantitative data consisted of 351 randomly selected graduates, trainees, trainers, and administrators. Both descriptive and inferential statistics were used to analyse the data. The findings revealed that trainers' competence was positively correlated with graduates' employability. Specifically, predictors such as knowledge-related competence, assessment-related competence, skill-related competence, and managerial competence were found to have significant and positive effects on the employability of polytechnic college graduates in Dire Dawa. Therefore, the study recommends that the Dire Dawa city Labour Skill and Technology Development Bureau and Polytechnic colleges should give greater emphasis on improving trainers' competence, which in turn enhances the employability of graduates.
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- 2024
3. Apprentice and Trainee Outcomes 2023. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication provides a summary of the outcomes of apprentices and trainees aged 15 years or over who undertook an apprenticeship or traineeship during 2022. It includes those who completed an apprenticeship or traineeship (completers) and those who cancelled or withdrew (non-completers). The figures are derived from the 2023 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, reasons for non-completion, employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider.
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- 2024
4. Analyzing Multimodal Data to Understand Medical Trainees' Regulation Strategies and Physiological Responses in High- Fidelity Medical Simulation Scenarios
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Matthew Moreno, Lucia Patino Melo, Keerat Grewal, Negar Matin, Sayed Azher, and Jason M. Harley
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Medical simulations allow trainees to work within teams to develop their self-regulated learning (SRL) and socially-shared regulated learning (SSRL) skills (Bransen et al., 2022). Both skillsets help to better prepare medical trainees for the multifaceted challenges inherent in clinical practice. SRL skills are imperative in empowering learners to optimize their performance and become autonomous guiders of their own learning (Jarvela & Hadwin, 2013), while SSRL skills are needed to ensure that teams can work collectively to regulate their behaviors and to regulate their own learning to make decisions (Hadwin & Oshige, 2011). Questions remain about not only how medical trainees' behaviors, regulation strategies, and physiological responses vary while they participate in a high-fidelity medical simulation, but how additional data channels to measure human response can provide indicators of teams' regulation strategies. Using a mixed-methods convergence design incorporating multimodal data (Azevedo & Gaševic, 2019), including behavioral, SRL and SSRL codes, and electrodermal activity, researchers studied twenty-nine (N = 29) 1st to 3rd year medical residents as they engaged in high-fidelity simulation scenarios. Results suggest that the mean-level of psychophysiological activation increase as simulations progress, in conjunction with an increase in team-regulated learning strategies to manage the effective provision of patient care from initial contact through to the delivery of critical procedures. These results provide valuable insights into the advancement of a team regulation-based framework within a high-fidelity medical simulation environment, leveraging multimodal data to reach an understanding of medical trainees' adoption of team-based approaches to team-regulation during simulation scenarios.
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- 2024
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5. Influence of Guidance on Occupational Image and Traineeship's Satisfaction of Vocational Students
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Annie Dubeau and Yves Chochard
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Initial vocational training (VT) in high school consists of short-term programs leading to employment in a skilled trade. To better align training with employment opportunities and to encourage students to stay in the programs until they graduate, most programs include traineeship. Since traineeships involve acquiring skills directly on the job, they require greater involvement of supervisors to guide the trainees. Given the importance of on-the-job guidance in achieving traineeship objectives, this study examines the potential influence of three dimensions of guidance provided by traineeship supervisors -- planning, support, and training -- on students' job perception (i.e., occupational image) and traineeship satisfaction. Overall, the results provide mixed results, partially supporting the mediation hypothesis suggested by the results of previous studies. Indeed, the results reveal that the quality of the training offered by the supervisor affects subsequent students' satisfaction with traineeship experience. Training has an indirect effect on satisfaction via the occupational image held by students. However, the expected indirect links between the other two dimensions of supervisor guidance -- degree of planning and support perceived by the student -- and the students' image of their chosen occupation could not be confirmed. The results support the importance of providing quality on-the-job training to students during their studies.
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- 2024
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6. Examining the Influence of Item Exposure and Retrieval Practice Effects on Test Performance in a Large-Scale Workforce Development Training Programme
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Philomina Abena Anyidoho, Rebecca Berenbon, and Bridget McHugh
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Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K-12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance learning via the retrieval practice effect. Cross-classified analysis was used to detect pretesting effects in archival data from a large-scale agriculture workforce development programme. Data included scores from 14,302 learners, 352 trainers and 261 training centres. Results indicated that pretesting led to higher scores on posttests. Follow-up logistic regression analyses found no effect for time lag between pretest and posttest. In addition, pretested learners did not perform better on items that were included on both forms, suggesting that score differences were due to retrieval practice effects rather than preknowledge of posttest content. These results provide evidence that pretesting may enhance learning in large-scale workforce development training courses.
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- 2024
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7. Development and Validation of a Localized Module in Science, Technology, Engineering and Mathematics Competencies for Food and Beverage Services Level II Trainees
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Balco, Gernie Bhabes M. and Uy, Sherwin P.
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This Research and Development study developed and validated a localized Science, Technology, Engineering, and Mathematics (STEM) Competencies for Food and Beverage Services (FBS) level II trainees. Twenty-five (25) FBS NC II trainees from General Santos National School of Arts and Trades participated in the study; 72% were female, 28% were aged 21-25, and 72% were college graduates. Trainers, assessors, and industry experts evaluated the modules. Analysis of variance (ANOVA) and weighted mean were employed to answer study issues and examine evaluator ratings. The competencies of preparing the dining area, promoting food and beverage, and providing room service are the least mastered. There is a significant difference in these competencies based on sex with t-3.017, p-0.012 and age with t-5.081, p-0.005, but not on educational achievement f-1.856, p-0.160. Required knowledge, skills, and (STEM) Competencies were identified based on the training regulation of the qualification. The correlation test showed p-values greater than 0.05, supporting the null hypothesis that mean gain scores on evaluating localize modules with STEM competencies in objectives, concepts, skills, usability, appropriateness, and adequacy are not significantly different. Thus, it is recommended that the localized module be tested in the training of FBS NC II and employed in the subsequent study.
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- 2023
8. Flipped Learning in English Language Teacher Training Classes
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Yalçin, Isil
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As a technology-based approach to learning, flipped classrooms have lately stood out on various stages and fields of education. As opposed to the traditional education, the flipped classroom enables learners to watch the content videos presented by the course teacher in advance, and to come to classes with some preliminary work to engage in collaborative activities guided by the teacher. A majority of language-related studies of flipped learning adopted both quantitative and qualitative data to indicate the differences of conventional versus flipped instructional treatments, generally conducted in relation to specific language skills or language aspects such as speaking and grammar. Due to the scarcity of research in teacher training filed and the differing findings on the model's effects from the previous studies, the present research aims to obtain further evidence of the influence of flipped learning and to extend the existing literature by delving into the field of language teacher training. This study tries to understand whether the flipped classroom approach leads to improvements in the trainee teachers' course achievements. Additionally, the research will comprise the trainee teachers' views regarding their flipped learning experiences. A total of 114 learner scores were statistically compared, and voluntary English Language Teacher trainees provided survey (n=72) and interview (n=18) data from the flipped Linguistics and Teaching English Vocabulary courses in the education faculty of a state university. It was found that the difference between the scores of the two instructional modes was not statistically significant but the participants generously contributed to our understanding of the interactions in the flipped mode of education in the Turkish culture. This pilot study, with its constructive and practical implications, yields significant insights into the nature and administration of teacher training in the flipped model, and will form the basis for a more detailed action research to be conducted in the following term.
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- 2023
9. Effective Teaching Practices and Student Support Services in Online VET. Research Report
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National Centre for Vocational Education Research (NCVER) (Australia), Hume, Sheila, Griffin, Tabatha, and Andrahannadi, Upekha
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The aim of this research was to identify the teaching practices and student support services that facilitate the successful online delivery of vocational education and training (VET), including in blended delivery. To achieve this, the research examined the characteristics of teaching approaches and student support services across eight qualifications delivered online, with these qualifications also representing diverse student cohorts (including apprentices and trainees), industry types and Australian Qualifications Framework (AQF) levels. Using information collected from interviews with 37 registered training organisations (RTOs) who deliver at least one of the eight case-study qualifications, it explored: (1) how teaching practices and student support services vary across the diverse VET system (that is, differing RTO type, student cohort, training type and industry) and across delivery mode (that is, blended and fully online delivery, synchronous and asynchronous delivery); and (2) the elements of VET that are being delivered online, including for apprentices and trainees. [For the support document, see ED628927.]
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- 2023
10. Silos to Synergy: Experiences of an Interdisciplinary Trainee Network
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Anna Garnett, Ruheena Sangrar, Kelsey Harvey, Rachel Weldrick, Stephanie Hatzifilalithis, Micheal Kalu, Emily C. Dunford, Audrey Patocs, and Tara Kajaks
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With global increases in the population of older adults, there is a critical need for interdisciplinary collaboration to address the complexities of aging. Interdisciplinary research is well suited to facilitate trainee development; this venue provides opportunities for engagement in collaborative projects and networks, positioning trainees to become effective interdisciplinary researchers. This project examined the experiences of graduate students and post-doctoral fellows participating in an interdisciplinary trainee network for research on aging. The methods were informed by principles of reflexivity whereby participants reflected on their experiences of engaging in the network. Key findings included: the contribution of institutions and structures, transcendence of boundaries, and development at the level of the individual and community. Findings highlight the value of investing in trainee development in interdisciplinary collaboration, within and beyond aging research, and can inform the development of interdisciplinary trainee initiatives in other areas of research, policy, and practice.
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- 2023
11. Employers' Use and Views of the VET System 2023. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
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This publication presents information on employers' use and views of the vocational education and training (VET) system. The findings relate to the various ways in which Australian employers use accredited and unaccredited training to meet their skill needs and their satisfaction with the training. Australian employers can engage with accredited training in three main ways, by: (1) having jobs that require vocational qualifications; (2) employing apprentices and trainees; and (3) using nationally recognised training, other than through apprenticeships and traineeships. Employers can also use unaccredited and informal training.
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- 2023
12. Industrial Management Meets Environmental Reporting -- How a Learning Factory for Engineering Education Is Used to Teach Accounting of Greenhouse Gas Emissions
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Kai Rüdele and Matthias Wolf
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Purpose: This paper aims to examine the piloting of an experience-based training module on greenhouse gas (GHG) reporting. The training is designed to promote knowledge and skills of both, students and professionals, in the context of the European Sustainability Reporting Standards. The paper's purpose is to evaluate the suitability of the chosen environment of a learning factory (LF). Design/methodology/approach: The proposed content and approach were initially created as basic training for cooperation partners from industry and auditing by applying Bloom's taxonomy up to the level of analyzing, evaluating and creating in a close-to-reality industrial environment. Subsequently, the training was adapted for higher engineering education. Three consecutive exercises are explained concerning the crucial stages of carbon footprinting. To provide support for the authors' suggestion that LFs are effective for the training in the field of GHG accounting, pre- and post-test and questionnaires were applied. Findings: This case study reveals that LFs facilitate training participants to reliably identify, classify and quantify emission sources because of their authentic characteristics. Findings in this paper indicate that engineering students prefer this education practice over other formats. Practical implications: This case study on active learning may prompt other universities to introduce similar concepts and content. Also, industrial professionals can benefit from this application-oriented teaching method. Originality/value: Despite the urgent and far-reaching need for better awareness and expertise, there is an absence of initiatives that practically teach them. To the best of the authors' knowledge, this paper describes the first training of its kind used in an LF.
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- 2024
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13. Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation
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Jennifer McGrory Cooper, Shannon R. Holmes, Lauren T. Kaiser, and Antoinette Halsell Miranda
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Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of "all" individuals it is designed to support. Grounded in multiculturalism, cultural humility, and social justice, we argue that "culturally relevant consultation" is necessary to realize equitable and meaningful outcomes for minoritized youth in schools. The purpose of this manuscript is to present a model of teaching culturally relevant consultation. Specifically, we propose a preservice training model that includes (a) awareness of relevant theories and personal identities, experiences, biases, and existing knowledge; (b) conceptual knowledge of culturally relevant consultation practice; (c) acquisition of culturally relevant consultation skills; (d) application of culturally relevant consultation skills; and (e) ongoing self-assessment and reflection on social justice dispositions. This paper contributes to what we know about culturally relevant consultation training and provides future directions for training and research in this area.
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- 2024
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14. Process Logs: A Tool to Promote Self-Reflection during Consultation Supervision and Document Consultee-Centered Outcomes
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Amna A. Agha and Courtenay A. Barrett
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The use of process logs in consultation supervision can facilitate training in process and consultee-centered administrative consultation by emphasizing consultation competencies. Process logs examine various elements that support positive outcomes within a collaborative relationship, such as adherence to the problem-solving process, the use of communication skills, and considerations about diversity. Given that research on consultation training and supervision outcomes is limited, we present the process log as a learning tool that can be used within a structured supervision process that promotes trainees' self-reflection, bolstering pre-service consultation training in school psychology. First, we review the literature on the components of effective consultation training, including process logs and supervision. Then, we provide a case example to describe how the process log was utilized by a consultant-in-training to engage in critical self-reflection and document positive consultation outcomes.
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- 2024
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15. Shining Light: A Case Study Analysis of a Tutor Training Programme for Architect-Educators at the University of East London, 1996-c.2002
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Martin William Andrews
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A reappraisal of the education of future architects is now a point of focus for Schools of Architecture in the UK because professional bodies have called for a 'sharpened focus' on the training of students. Specific teacher training for architect-educators does not currently exist in the UK. However, between 1996 and c.2002, a tutor training programme for architect-educators was taught at the University of East London, modelled on the pedagogic approaches of the Tavistock Clinic. This article uses case study research and semi-structured interviews to show that trainee architect-educators were taught to teach using the practice of observation and reflection; methods which are unfamiliar in architectural education. This article argues that the creators of this tutor training programme adopted an atypical, transdisciplinary approach to learning and teaching, which remains unique and special, and concludes by suggesting that support for architect-educators could be an important component of any re-structured education programme.
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- 2024
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16. The Current Instruction of Strengths-Based Assessment for School Psychology Trainees
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Kelly M. Kharajian
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This dissertation is prepared to explain the research conducted to study the extent of instruction that school psychology graduate students are receiving on strengths-based assessment in their training programs. Strengths-based assessment is the process of intentionally measuring strengths rather than solely measuring deficits. The positive effects of identifying strengths for individuals have been studied in positive psychology research, however, there are few studies exploring the training of strengths-based assessment practices. The current study aimed to investigate general trainee knowledge of strengths and strengths-based assessment, the content provided to trainees in their training programs on strengths-based assessment, the strengths-based tools they have been exposed to, and the strength-based report-writing practices trainees are engaging in. A survey was distributed nationwide to students in school psychology training programs via contacts at the various programs listed on the NASP website. Results indicated that about half of trainee respondents feel they have adequate to intensive knowledge of strengths-based assessment. The results of this study have implications for future research on strengths-based assessment, school psychology graduate training programs, trainers of school psychologists, and school psychologist trainees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
17. Perceptions of School Counselor Trainees and Site Supervisors: Leadership Practices of School Counselor Trainees
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Melissa Lee
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The American School Counselor Association has placed an increased emphasis on school counselor leadership. School counselors play an essential role within the educational setting (ASCA, 2019). Leadership embodies the overarching role of a school counselor and is a key component of each school counselor's professional identity (McMahon et al., 2009), which begins to take shape during graduate school. School counselor trainees are expected to assume a leadership role immediately upon entering the professional work field. It is not known what the perceptions of school counselor trainees' leadership practices are from the school counselor trainees, and in comparison, to site supervisors at the conclusion of the school counselor trainees' internship experience, prior to entering the professional work field. This study used a quantitative comparative analysis to compare the perceptions of school counselor trainees and site supervisors who oversee school counselor trainees, regarding school counselor trainees' leadership practices. More specifically, a survey approach was used and investigated the following five key dimensions identified in the School Counseling Leadership Survey [(SCLS); (Young & Bryan, 2015)] of school counselor trainees' leadership practices: 1) interpersonal influence, 2) systemic collaboration, 3) resourceful problem solving, 4) professional efficacy, and 5) social justice advocacy. Data was analyzed using Independent-samples t-tests. The tested hypotheses found one of the five factors to be significant, interpersonal influence. There were no significant differences in site supervisors among the levels in which they work (elementary, middle, or high) or their years of experience. The findings from this study indicate avenues of future study connected to school counselor trainees' leadership practices and is important for school counselor trainees, site-supervisors, and counselor educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
18. From Words to Action (Research): A New Generation of Workplace Training
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Riikka Harikkala-Laihinen, Sanna Fäldt, and Erik Bäckman
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Purpose: This paper aims to explore how a new type of workplace training program can be created that truly enables participants to move from words to action. Recognizing the need to understand trainee-work environment dynamics the authors criticize training efforts that center on targeted learning events, instead highlighting the role of preparation and following up. In doing so, the authors tackle the lack of guidance practitioners experience when designing and implementing workplace training programs. Design/methodology/approach: The authors present action research on a pilot workplace training program focused on wellbeing in an academic work setting. The data collection draws from the case study tradition. The authors collect data through interviews (21), field notes of participant observation (3 occasions), participant-produced written materials and a feedback survey. Findings: The authors find that restorative practices, workplace mediation and reteaming enhance the participants' perceptions of self-efficacy and agency. Throughout the training program, facilitators observe the dynamics of the situation and take part in discussions to encourage exploration and reflection. Thus, facilitators likely need a coaching mindset. Originality/value: The theoretical contribution stems from an in-depth exploration of trainee-work environment dynamics and novel insights brought to workplace training from adjacent fields of research. The authors introduce a framework for planning participatory workplace training and organizational development programs, which answers a call from practitioners.
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- 2024
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19. Different Dropout Directions in Vocational Education and Training: The Role of the Initiating Party and Trainees' Reasons for Dropping Out
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Christian Michaelis and Stefanie Findeisen
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The high rates of premature contract termination (PCT) in vocational education and training (VET) programs have led to an increasing number of studies examining the reasons why adolescents drop out. Since adolescents' trajectories after a PCT are quite diverse, a thorough assessment of different "dropout directions" is called for. However, empirical studies that distinguish between dropout directions are still scarce. The same is true for studies that differentiate between PCTs initiated by the trainees themselves and those initiated by the training company. Based on data from the German National Educational Panel Study (NEPS) on trainees in German dual VET programs (n = 5823), this study identifies six different dropout directions: (1) downward PCT into unqualified employment or unemployment, (2) downward PCT into a prevocational program, (3) horizontal PCT that represents a change of training company or (4) a change of occupation, and (5) upward PCT into general education or (6) higher education. Using multinomial logistic regression models we examine the effect of (a) the initiating party and (b) self-reported PCT reasons of trainees on dropout directions. Regarding trainees' reasons we include reasons related to different aspects of the training (personal reasons, not the desired training occupation, financial reasons, training quality, conflicts, excessive demand, and being offered a different training position). The results indicate that in cases where trainees are dismissed by the training company, a horizontal change to a different training company becomes more likely, while the probability of an upward dropout into higher education decreases. Regarding PCT decisions made by trainees themselves, a downward PCT into unqualified employment or unemployment is more likely if personal reasons were the cause of a PCT decision. Moreover, the probability of a change of training company (horizontal PCT) increases in cases of conflict and if there is a prospect of a different training position, and decreases if the training position is not the desired occupation. A change of occupation (horizontal PCT) is more likely when there is the opportunity for a different training position available. Furthermore, upward PCTs (both into further general education and higher education) are more likely in cases where the training was in a field that was not the desired occupation. The probability of upward PCT into higher education decreases when there are conflicts and excessive demands, while upward PCTs into general education are significantly less likely when a different training position is obtained. The differential effects that occur for different types of PCTs emphasize that adolescents dropping out of VET cannot be treated as a homogenous group. Consequently, the results underscore the importance of conducting a more thorough assessment of both dropout directions and the initiating party of a PCT in future research.
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- 2024
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20. Specialists of Tomorrow: An Umbrella Review of Evidence Supporting Criteria Used in Medical and Surgical Specialty Training Selection Processes
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Thomas Muecke, Arya Rao, Hugo Walker, Joshua Tinnion, Daniel Jesudason, Stephen Bacchi, Robert Casson, and Weng Onn Chan
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Successful entrance into specialty training represents a pivotal stage in the careers of medical officers. Selection for entrance into specialty training programs may encompass criteria including research experience, regional exposure, clinical experience, professional achievements, diversity, equity and inclusion factors, and extracurricular activities. Despite multiple syntheses on the topic, the extent to which these individual criteria predict performance during training and practice remains unclear. The objective of this study are to robustly conclude, through an umbrella review of systematic reviews on the topic, which selection criteria used in the selection process for medical and surgical specialty training applicants best predict clinical performance during and after specialty training.
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- 2024
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21. A Didactic Sequence to Help Legal Translation Trainees Develop Strategic and Intercultural Competence: Macro-Level Textual Consequences of Micro-Level Decisions When Dealing with Legal Culture-Bound Terms
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Mariana Orozco-Jutorán
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Translating legal culture-bound terms is one of the difficulties facing any legal translator due to asymmetries between national legal systems. To train trainees to deal with these terms, strategic and intercultural competences must be developed. This article focuses on how to pedagogically address the varying degrees of incongruity that may arise when translating legal culture-bound terms. The learning objectives set are for trainees to be able to apply the most appropriate translation technique to use in each instance, selecting it at a micro-unit level that is coherent with the macro-level approach determined by the communicative situation and target text purpose. A theoretical and pedagogical framework is presented, followed by the description of a didactic sequence that was created as action research to develop trainees' strategic and intercultural competences. The didactic sequence includes 4 units with task-based learning activities and formative and summative assessment. The activities were piloted in a postgraduate specialisation course in legal translation at the Autonomous University of Barcelona. Trainee responses to a follow-up survey and focus group show that the activities were perceived to be useful and helpful when dealing with the difficulty of translating legal culture-bound terms.
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- 2024
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22. Bringing Source Text Quality into the Legal Translation Classroom: Training Translators to Face Defective Source Texts
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Elena Ruiz-Cortés
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Legal translators are routinely faced with defective source texts in their professional practice while being expected to produce effective translations despite such quality issues. Given the high-quality expectations required in legal translation, we have brought this professional reality into the classroom by outlining a quality control activity to allow legal translation trainees to systematise how they deal with defective Spanish administrative source texts. The proposal includes two steps: a translatability assessment and a pre-editing stage of defective administrative source texts. After empirically testing our proposal in the classroom, our initial findings suggest that this approach not only assists trainees to factor in poor source text quality when translating, but also to produce better translations.
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- 2024
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23. The Impact of Machine Translation on the Development of Info-Mining and Thematic Competences in Legal Translation Trainees: A Focus on Time and External Resources
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Carla Quinci
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This study combines product- and process-oriented research methods and tools to observe whether and how the presence of pre-translated text affects translation quality and influences the translator's research patterns. It is part of the LeMaTTT project, a simulated longitudinal empirical study exploring the impact of MT on info-mining and thematic competences in legal translation. Data were elicited through a translation task completed by a cohort of 110 final-year MA trainees with training in legal translation and basic MT literacy, and a cohort of 54 first-year MA trainees with no to very limited experience in specialised translation and post-editing. This paper provides a first analysis of selected process-related data concerning the allocation of time and the use of external resources throughout the translation or post-editing processes of 40 participants, 20 from each cohort. Preliminary results highlight some correlations between the use of time and external resources and both (a) the development of thematic and info-mining competences and (b) the specific type of task, i.e. whether from-scratch translation or post-editing.
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- 2024
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24. Using a Functional Multilingualism Framework and Online Learning to Develop Professional Repertoires and Racial Literacy for Trainee Mathematics Teachers in London, England
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Alan W. Benson
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This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh's (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the 'Abyss'. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch's (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017--2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.
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- 2024
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25. Evaluating Training Effectiveness in India: Exploring the Relationship between Training Components, Metacognition And Learning Outcomes
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Zahid Hussain Bhat
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This study aims to examine the key training factors that significantly impact the learning outcomes of trainees. A comprehensive framework is proposed to investigate the interrelationships among various training components, trainer performance, training usefulness, and their effects on metacognition and learning. Empirical testing of the model is conducted using the partial least squares structural equation modelling approach, analyzing data collected from 322 public servants in North India. The findings reveal that almost all the focal factors comprising a training programme, such as the usefulness of training, trainer performance and metacognition, positively influence trainees' learning. While training agencies should consider all components of the training programme, the perceived usefulness, trainer performance and trainees' metacognition are particularly influential factors in facilitating learning. Training components and trainer performance predict the usefulness of training. This study integrates all focal factors of a training programme into a comprehensive framework using employee data, explaining a significant portion (45%-64%) of the variance in trainees' learning. These findings emphasize the importance of addressing these focal factors thoughtfully when designing and implementing effective training programmes.
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- 2024
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26. Task Type Matters: The Impact of Virtual Reality Training on Training Performance
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Meehyun Yoon, Koun Choi, Seonghye Yoon, and Il-Hyun Jo
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Background: Virtual reality (VR) is becoming increasingly accessible and being utilized in various organizations to meet education and training needs. Despite its potential, research regarding VR applications has focused on measuring the effectiveness of VR programs relative to non-VR programs; consequently, the ways in which VR programs are effective remain unclear. Objectives: Recognizing this research gap, this study examined whether task type-dependent differences in training outcomes exist between VR training and non-VR training groups. Methods: To examine the effects of VR technology for training purposes in a military setting, we conducted a quasi-experiment focusing on how the effects vary based on task characteristics. A total of 90 military personnel were randomly assigned to either an experimental group (VR) or a control group (non-VR). After completing their respective training, the two groups participated in four tasks simulating real battle scenarios and designed to evaluate the effectiveness of the VR-based training. We analysed primary data collected through survey instruments and performance evaluation using a one-way between-group analysis of covariance (ANCOVA) and supplementary interview data using thematic analysis. Results and Conclusions: The quantitative analysis showed that the VR group performed better than the control group on three tasks in which communication, interaction and immediate situational judgements were critical. No difference was found between the two groups in the other task, which involved the routine operation of physical objects. Additional interview data revealed the extent to which trainees perceived the VR training as effective in understanding in-situ conditions, preparing and practising their own and their team's reactions to emergent situations and in manipulating virtual objects. Implications: Our findings provide insight into VR technology's potential to enhance human performance in various training contexts. VR is specifically effective in training that aim to improve immediate judgement and group coordination. Our findings provide useful information for those seeking to design and develop training environments that maximize the effects of VR.
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- 2024
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27. Australian Psychiatrists and Trainee Psychiatrists' Perceptions of Chemical Restraint of Adults with Intellectual Disability
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Queensland University of Technology (QUT) (Australia), Nicole Edwards, Catherine Franklin, Julie King, and Hanna Watling
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Background: Psychiatrists prescribe the psychotropic medication that is used to manage behaviors of concern (BOC) in people with intellectual disability (ID) (i.e., chemical restraint), and their attitudes and perceptions towards this treatment are important topics for study. Methods: 133 Queensland psychiatrists and psychiatry trainees completed a survey on attitudes and perceptions of ID and psychotropic medication. Exploratory cluster analysis was performed on 14 Likert items from this survey to detect groupings within the data. Results: Cluster analysis indicated the existence of two distinct clusters. While both groups were willing to be involved in the treatment of adults with ID, Cluster 1 held attitudes that showed inconsistencies with human rights principles and with international guidelines regarding psychotropic medication use for BOC. Conclusions: Our study highlights that the attitudes and perceptions of a significant subgroup of psychiatrists may contribute to the overprescribing of psychotropics for BOC.
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- 2024
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28. Supervisory Knowing in Practice across Medical Specialities
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Christy Noble, Joanne Hilder, Stephen Billett, Andrew Teodorczuk, and Rola Ajjawi
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Clinical supervisors play key roles in facilitating trainee learning. Yet combining that role with patient care complicates both roles. So, we need to know how both roles can effectively co-occur. When facilitating their trainees' learning through practice, supervisors draw on their skills - clinical and supervisory - and available opportunities in their practice. This process can be conceptualised as supervisory knowing in practice (or contextual knowing) and offers ways to elaborate on how facilitating trainees' learning can be optimised. The practice-based study presented and discussed here examined clinical supervisors' knowing in practice related to facilitating trainee learning, across three medical specialities. Nineteen clinical supervisors from emergency medicine, internal medicine and surgery, were interviewed about their roles and engagement with trainees. Interview transcripts were analysed in two stages. Firstly, a framework analysis, informed by interdependent learning theory was conducted, focussing on affordances and individual engagement. Secondly, drawing on practice theory, a further layer of analysis was undertaken interrogating supervisors' knowing in practice. We identified two common domains of supervisor practice used to facilitate trainee learning: (1) orientating and assessing trainees' readiness (or capabilities), (2) sequencing and enriching pedagogic practices. Yet across the speciality groups the supervisors' knowing in practice differed and were shaped by a trio of: (i) disciplinary practices, (ii) situational requirements and (iii) clinician preference. Overall, we offer a new reading of clinical supervision as practice differences generated distinct supervisory knowing in practice. These findings emphasise clinical supervision as fundamentally entwined in the speciality's practice; and reinforce alignments with patient care.
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- 2024
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29. Thresholds of Becoming: An Exploration of Threshold Concepts as a Means to Support Professional Identity Formation in Competency-Based Curricula
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Laura M. Farrell, Cary Cuncic, Shavaun MacDonald, Bruce J. Wright, Kevin W. Eva, and Mark A. Goldszmidt
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Inherent in every clinical preceptor's role is the ability to understand the learning needs of individual trainees, enabling them to meet their potential. Competency-based medical education frameworks have been developed to this end, but efforts to identify behaviours and activities that define competence are based on mapping knowledge, skills and ability, which can be difficult to integrate into a comprehensive picture of who the trainee is becoming. Professional identity formation, in contrast, prioritizes attention to who trainees are becoming, but provision of detailed guidance to preceptors on how to best support this form of development is challenging. The tension that results limits our ability to optimally support learners as strengths in competency development may mask professional identity development gaps and vice versa. To address this tension, this paper examines how the theory of threshold concepts -- troublesome ideas that, once appreciated, fundamentally change how you understand and approach a particular activity -- can shine light on professional identity formation and its relationship with developing competence. The recognition and identification of threshold concepts is offered as a means to improve our ability to identify, discuss and support behaviours and actions that impact the learner's capacity to act competently as they develop their identity at various stages of training.
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- 2024
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30. The Effect of Providing Feedback and Feedforward in Prosody Instruction for Developing Listening Comprehension Skills by Interpreter Trainees
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Mahmood Yenkimaleki, Vincent J. van Heuven, and Mostafa Hosseini
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The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest-posttest-delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all groups receiving the same amount of instruction (10 h over 5 weeks). The control group listened to/viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of listening comprehension tasks but received no prosody instruction. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody by an instructor by providing FB when teaching prosody while the second experimental group was provided FF when teaching prosody. Versions of Longman's Test of English as a Foreign Language English proficiency test (paper-based) were used to assess listening comprehension at pretest, immediate posttest and delayed posttest. The findings revealed that the prosody instruction by providing FB enhanced the listening comprehension skills of the interpreter trainees more than by providing FF. The practical implications of the study would be that in the given circumstances where only limited curricular time is available for instruction and practice, a judicious choice can be made to lend priority to providing FB in prosody instruction for developing listening comprehension skills by interpreter trainees rather than to the providing FF.
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- 2024
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31. Interculturalism, Interculturaldad, and Music Education
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Roger Mantie and Pedro Tironi-Rodó
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Diversity has long been an area of interest for music education. Interculturalism, with its emphasis on cultural competence, dialogue, and humility, has emerged as a popular concept for the negotiation of difference in music education. Based on an examination of the international non-governmental organization-sponsored intercultural music exchange program, Ethno World, the authors ask, "In what ways can the intercultural activities of the Ethno World program be understood in light of Global North and South experiences, and what implications might these activities hold for music education?" Deploying the postcolonial framework of coloniality and the Central-South American concept of interculturalidad, the authors argue that intercultural efforts in music education must be careful not to inadvertently deepen Global North-South divisions by treating interculturalism as a problem of knowledge, thereby overlooking or bracketing out colonial histories that benefit those in the Global North at the expense of those in the Global South.
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- 2024
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32. From Training to Practice: Long-Term Perspectives of Graphic Facilitation Used in Organisations
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Heidi Hautopp and Rikke Ørngreen
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Graphic facilitation is a growing international practice and is often used to describe what professionals do when visually facilitating group processes. Although the professional arena has grown, there is a lack of empirical research in the field, especially regarding long-term perspectives on applying the practice in organisations. This paper aims at investigating employees' experiences and competence development over time within graphic facilitation. The study followed three employees, first in a 2-day basic graphic facilitation course, then in follow-up interviews, eight months, and two years after completing the course. The empirical data were analysed based on a literature review conducted on long-term perspectives, focusing on three themes: 1. The graphic facilitation practice at individual, group, and organisational level; 2. Contextual knowledge and knowing about the participants; 3. Relation between objects, processes and competencies needed. The findings show that all three employees from different organisations continued to use graphic facilitation and found it valuable for giving new insights and overviews of processes and tasks. The methods aided in creating common ground and goals. The employees activated their contextual organisational knowledge to aid the process and found that being sensitive to various groups' needs and personal preferences were effective when applying the methods.
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- 2024
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33. Changing Occupations or Changing Companies--Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs
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Stefanie Findeisen, Lukas Ramseier, and Markus P. Neuenschwander
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In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals' intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees' socialization and performance indicators. Third, we examine to what extent trainees' decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals' training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program: (1) to those who changed occupations (N = 417) and (2) to those who changed training companies (N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees' self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees' intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees' intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies' socialization tactics and positively affected by adolescents' pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.
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- 2024
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34. Playfulness as a Teaching Method in Adult Education: The Case of a Vocational Institution
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Vasiliki Brinia, Aris Plios, and Paraskevi Psoni
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Playfulness as a learning technique is applied into the present research in a group of adult learners. Initially, a game scenario was designed and implemented for the subject of microeconomics. Following a qualitative research methodology, through observation and interviews with ten participants before and after the playful activity, the results of the intervention were examined in terms of learning impact, student motivation and the interaction that was developed between them during the game. The participants' views on the advantages and disadvantages they identified in this scenario as well as their suggestions for improvement and expansion were also explored. Significant findings on this application were drawn, since playfulness in teaching is gradually coming to the forefront of adult training worldwide. The present paper provides insights on what conditions should be further examined, in order for such scenario to be effective as teaching techniques. The limited literature on the topic as well as the increasing realisation of the important effects of playfulness in adult training render the present study significant at an international level for multiple disciplines.
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- 2024
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35. Developing Competencies in the Field of Early Childhood Education: Stories of Teacher Trainees in Times of Crisis
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Núñez, Raúl Prada, Suárez, Audin Aloiso Gamboa, and Suárez, Cesar Augusto Hernández
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Teachers in training require curricular elements and pedagogical skills that motivate their teaching qualifications to contribute to their good professional performance. These arguments encourage the present study, which aims to show the different views that teachers in training have on the competencies that a teacher in training should have in the field of early childhood education. The epistemological framework of the research is oriented from the qualitative-interpretative approach, using the focus group as a collection technique. The results show that the conception of the teacher must evolve, having as a fundamental basis the current reality of the society he/she expects to educate, which leads to the need to establish spaces for training and qualification in methodological aspects that allow implementing learning experiences focused on the development of skills and competencies that have an impact on the use of the digital society in a responsible and ratified way in school autonomy and strategies designed to strengthen the learning pace of schoolchildren.
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- 2022
36. Traineeships in Greek Higher Education: The State of the Art and the Way Forward
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Koniaris, Vasileios, Karatsiori, Marianthi, Tsalampouni, Aikaterini, Boutsiouki, Sofia, Skiadas, Dimitrios, and Zafiropoulos, Konstantinos
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The paper studies the establishment of work experience programs in the context of the Greek Higher Education Institutions (HEIs) and connects it with the attempts to include Work-Based Learning (WBL) in the education system on a large scale. Emerging challenges caused by two significant recent changes in the Greek Higher Education landscape set the aim of this study. The integration of Technological Education Institutions in Higher Education Institutions and a significant financial change initiated by the new law which transfers the cost of compensation for traineeships to host institutions and not to Operational Programs. The paper presents the current state of the art in the Greek Higher Education and provides a detailed analysis of the existing barriers. The particular study acquires special interest in light of the intensification of the efforts made all over the world aiming to improve the organization and implementation of such interventions. Work experience programs offered by HEIs are required to be better adjusted to the special educational and labor market characteristics of each country and to become more effective. In Greece, the educational and the labor market policy framework recognizes the significant contribution of WBL in general and of traineeships in particular to the development of the appropriate professional knowledge and competences by higher education students. At the same time, traineeships can operate as a communication channel between educational institutions, businesses and social partners, which facilitates their multifaceted information exchanges. Considering, however, the operational autonomy that has been granted to HEIs in Greece, each University develops its own strategy as regards the connection between higher education studies and the labor market. The research presented in the paper constitutes a quantitative analysis of all the types of traineeships implemented by the Greek HEIs with special reference to certain axes, the optional or mandatory character of WBL, the awarded ECTS, similarities of WBL within the same scientific field in different HEIs, the possibility to undergo a WBL placement abroad.
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- 2022
37. Apprentice and Trainee Outcomes 2021: Terms and Definitions. Support Document
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National Centre for Vocational Education Research (NCVER) (Australia)
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This document covers the terms used in the "Apprentice and Trainee Outcomes 2021" publication and related products. Terms are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [For the main report, "Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics," see ED620513.]
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- 2022
38. National Student Outcomes Survey 2021 (Apprentice and Trainee Component): Technical Notes. Support Document
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National Centre for Vocational Education Research (NCVER) (Australia)
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"Apprentice and Trainee Outcomes 2021" provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document describes the survey data used to derive the "Apprentice and Trainee Outcomes 2021" publication and related products. [For the main report, "Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics," see ED620513.]
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- 2022
39. National Student Outcomes Survey 2021 (Apprentice and Trainee Component): Data Dictionary. Support Document
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
"Apprentice and Trainee Outcomes 2021" provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document outlines the variables included in the "Apprentice and Trainee Outcomes 2021" publication and related products, including unit record files (URFs). [For the main report, "Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics," see ED620513.]
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- 2022
40. Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics
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National Centre for Vocational Education Research (NCVER) (Australia)
- Abstract
This publication provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020. The figures are derived from the 2021 National Student Outcomes Survey. Information is presented on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. An apprentice or trainee is a person who undertakes a contract of training with an employer and a training provider. [For the previous survey report, see "Australian Vocational Education and Training Statistics: Apprentice and Trainee Destinations, 2010" (ED513950). For the support documents, see: (1) Terms and Definitions (ED620623); (2) Technical Notes (ED620619); and (3) Data Dictionary (ED620620).]
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- 2022
41. Mining Artificially Generated Data to Estimate Competency
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Robson, Robby, Ray, Fritz, Hernandez, Mike, Blake-Plock, Shelly, Casey, Cliff, Hoyt, Will, Owens, Kevin, Hoffman, Michael, and Goldberg, Benjamin
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The context for this paper is the "Synthetic Training Environment Experiential Learning -- Readiness" (STEEL-R) project [1], which aims to estimate individual and team competence using data collected from synthetic, semi-synthetic, and live scenario-based training exercises. In STEEL-R, the "Generalized Intelligent Framework for Tutoring" (GIFT) orchestrates scenario sessions and reports data as experience API (xAPI)statements. These statements are translated into assertions about individual and team competencies by the "Competency and Skills System" (CaSS). Mathematical models use these assertions to estimate the competency states of trainees. This information is displayed in a dashboard that enables users to explore progression over time and informs decisions concerning advancement to the next training phase and which skills to address. To test, tune, and demo STEEL-R, more data was needed than was available from real-world training exercises. Since the raw data used to estimate competencies are captured in xAPI statements, a component called DATASIM was added. DATASIM simulated training sessions by generating xAPI statements that conformed to a STEEL-R "xAPI Profile." This facilitated testing of STEEL-R and was used to create a demo that highlighted the ability to map data from multiple training systems to a single competency framework and to generate a display that team leaders can use to personalize and optimize training across multiple training modalities. This paper gives an overview of STEEL-R, its architecture, and the features that enabled the use of artificial data. The paper explains how xAPI statements are converted to assertions and how these are used to estimate trainee competency. This is followed by a section on xAPI Profiles and on the xAPI Profile used in STEEL-R. The paper then discusses how artificial data were generated and the challenges of modeling longitudinal development and team in these data. The paper ends with a section on future research. [For the full proceedings, see ED623995.]
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- 2022
42. Perpetuating Perceptions: Understanding the 'Chaining' of a Common Training Narrative beyond the Classroom
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Mathis, Robin Smith and Aust, Philip J.
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Workplace learning initiatives are influenced by perceptions, and negative perceptions hinder organizational innovation and productivity. This exploratory study presents an argument that messages shared among trainees regarding their training experiences shape such perceptions. The application of Symbolic Convergence Theory reveals two discursive narratives explaining trainees' perceptions that are foundational for a desired rhetorical vision of training efforts. The findings reveal practical implications for teaching applied communication and instruction in the workplace training classroom. Further, exploring "backstage" workplace communication such as gossip, opinions, and perceptions sheds light on the intersection of communication, human resource development, and vision construction.
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- 2023
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43. Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings
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Rodrigues, Michelle, Schneider, Alessandra, Sokolovic, Nina, Brunsek, Ashley, Oré, Beatriz, Perlman, Michal, and Jenkins, Jennifer M.
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Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning-parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English, Portuguese, and Spanish. The aim of the current study was to present and evaluate two online training programs for the RIFL measures. These distance learning courses were designed as open-source and asynchronous to enable their use in low- and middle-income countries and remote areas. The following course components are used: readings, lectures, observation of interactions on video, coding practice with automated feedback on item coding, and quizzes. Of the 76 trainees who registered for one of the online courses, 58 (76%) completed all theoretical module components. Student performance was generally high. Marks on quizzes ranged between 83%-100%. Ninety percent of those who took the reliability tests passed (40/44). Student satisfaction during and after the course was high. The effective online training programs are available free of charge and the RIFL suite of measures is efficient to implement. Implications for research and practice are discussed.
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- 2021
44. Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training
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Ruble, Lisa, Ogle, Lindsey, and McGrew, John
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A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested the training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents). Results confirm that COMPASS-naïve CTs can be successfully trained. At least one feedback session was needed to achieve proficiency. Initial fidelity ratings between researchers and CTs were disparate suggesting self-report may not be adequate. Four feedback opportunities were required to achieve proficiency in writing intervention plans, an activity particularly challenging for CTs. Teachers and parents perceived COMPASS as acceptable, appropriate, and feasible. CTs knowledge of evidence-based practices (EBPs) increased significantly following training; however, positive attitudes toward EBPs did not. The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted.
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- 2023
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45. How Progress Evaluations Are Used in Postgraduate Education with Longitudinal Supervisor-Trainee Relationships: A Mixed Method Study
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Westein, Marnix P. D., Koster, A. S., Daelmans, H. E. M., Bouvy, M. L., and Kusurkar, R. A.
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The combination of measuring performance and giving feedback creates tension between formative and summative purposes of progress evaluations and can be challenging for supervisors. There are conflicting perspectives and evidence on the effects supervisor-trainee relationships have on assessing performance. The aim of this study was to learn how progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships. Progress evaluations in a two-year community-pharmacy specialization program were studied with a mixed-method approach. An adapted version of the Canadian Medical Education Directives for Specialists (CanMEDS) framework was used. Validity of the performance evaluation scores of 342 trainees was analyzed using repeated measures ANOVA. Semi-structured interviews were held with fifteen supervisors to investigate their response processes, the utility of the progress evaluations, and the influence of supervisor-trainee relationships. Time and CanMEDS roles affected the three-monthly progress evaluation scores. Interviews revealed that supervisors varied in their response processes. They were more committed to stimulating development than to scoring actual performance. Progress evaluations were utilized to discuss and give feedback on trainee development and to add structure to the learning process. A positive supervisor-trainee relationship was seen as the foundation for feedback and supervisors preferred the roles of educator, mentor, and coach over the role of assessor. We found that progress evaluations are a good method for directing feedback in longitudinal supervisor-trainee relationships. The reliability of scoring performance was low. We recommend progress evaluations to be independent of formal assessments in order to minimize roles-conflicts of supervisors.
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- 2023
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46. Examining the Experiences of Counselor Trainees towards Practices in Individual Counseling Practicum Course
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Saki, Vildan and Sahin, Mustafa
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The aim of this study is to examine the experiences of the counseling trainees regarding the first practices they have carried out within the scope of Individual Counseling Practicum course. In the current study, phenomenological method based on qualitative approach was used. The sample group of the research consists of 20 participants who are senior students of the Counseling and Guidance undergraduate program and have completed their counseling practices. Data were collected through a semi-structured interview form and analyzed by inductive thematic analysis method. The experiences of the trainees were classified under 6 categories as: (1) the problems faced by trainees; (2) the resources they use to solve their problems; (3) their perceptions and experiences of their client's culture; (4) contributions of the practices to them; (5) their preferences for clients; and (6) the use of Culturally Sensitive Counseling course contents in counseling practices. The findings of the present study concluded that while the trainees were anxious due to the problems which they encountered during the practicum; they enjoyed many contributions of experiencing counseling. Based on the findings, some recommendations were made.
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- 2021
47. Effects of a Comprehensive School Counseling Training on Pre-ASCA-Trained School Counselors: A Single-Case Research Design
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Zimmer, Diane, Laux, John, Liu, Yanhong, Clark, Madeline, and Reynolds, Jennifer L.
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This study investigated the impact of a multicomponent training program on the American School Counselor Association's National Model of school counseling. The model was designed to enhance school counselors' competence in implementing a comprehensive school counseling program. An ABA single case design was used to collect baseline, training, and post-training data. The participants (n = 3) were pre-ASCA-trained school counselors with 15 years or more of school counseling experience. All exhibited growth during the training phase, which was sustained through the post-training phase.
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- 2021
48. The Development of a Communicative English Training Curriculum for Thai Counter Clerks in Convenience Stores
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Boonteerarak, Patchara
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The objectives of the study are to develop a curriculum for an English training for counter clerks in convenience stores in Chiang Mai, Thailand and to evaluate the effectiveness of the developed curriculum. A mixed-method research design was employed. In the curriculum development phase, participants were 20 counter clerks and 10 administrators while 40 counter clerks and 271 English-speaking customers participated in the curriculum evaluation phase. Findings revealed nine tasks of a counter clerk which require English. Trainees' English communicative competence improved significantly from the pretest to the posttest and from the pretest to the delayed posttest. However, there was a decrease of the mean scores at the delayed posttest when compared with the posttest for all areas of communicative competence. English-speaking customers were highly satisfied with trainees' use of English, and trainees perceived that the curriculum was very efficient. The study suggested that an English curriculum for adult learners must reflect a wide range of real-life tasks and incorporate real-world language functions.
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- 2021
49. Learning Supported by Technology: Effectiveness with Educational Software
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Tzur, Sharon, Katz, Adi, and Davidovich, Nitza
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This study addresses the effectiveness of learning via educational software. Recent decades have seen the integration of technologies, which are changing teaching and transforming teachers into mediating, facilitating, and guiding figures by means of digital learning methods that serve as a major tool in schools, colleges, and universities. The current study focuses on instruction provided within the Israeli Air Force and examined the effectiveness of instruction provided via educational software in terms of learning products: Bloom's revised taxonomy, Te'eni's affective-cognitive model of organizational communication and the STEM model. We randomly divided the learners into three groups who studied the same topic: one group studied with the educational software only, the second with the educational software together with an instructor, and the third with an instructor who used a presentation. The learners took a test and four months later they took another test to examine the effectiveness of the instruction over time. The research results show that the recall levels and performance levels on the tests were almost identical in all groups, but in the categories of understanding and applying the addition of an instructor strongly contributed to achievements: Those who received instruction via educational software achieved the best results in the understanding category, while those who studied with an instructor who used a presentation achieved the best results on the test with regard to application of the studied material. The findings of this study can illuminate the effectiveness of using educational software in learning processes in all educational systems.
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- 2021
50. The Role of Work-Based Learning in VET and Tertiary Education: Evidence from the 2016 EU Labour Force Survey. Cedefop Research Paper. No 80
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Cedefop - European Centre for the Development of Vocational Training, Department for Skills and Labour Market (DSL)
- Abstract
Work-based learning (WBL) has risen rapidly in the policy agenda over recent years in the European Union. Efforts to strengthen WBL, particularly in vocational education and training (VET), are increasingly common throughout European countries. This report analyses the 2016 EU labour force survey (EU-LFS) ad hoc module, which covers the topic of young people on the labour market. The report focuses on WBL in formal initial education and training. It aims to provide EU-wide updated statistical evidence addressing key aspects: how many young graduates experienced work-based learning as part of their highest education attained, particularly in VET and in tertiary education; who they are; and how well they do on the labour market, in comparison with their counterparts who have not participated in WBL.
- Published
- 2021
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