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Dissertations / Theses on the topic 'Vocational practice'
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Tyson, Ruhi. "The Rough Ground : Narrative explorations of vocational Bildung and wisdom in practice." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137676.
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This compilation thesis, consisting of five articles, focuses on narrative explorations of vocational Bildung and wisdom in practice. It is an explicitly practical and empirical approach to what, for the most part, tends to be limited to philosophical discussions. This is motivated by the relative lack of systematic knowledge about how to enact wisdom in practice and afford vocational Bildung to those engaged in vocational education and training (VET). The absence of such knowledge makes it more difficult to develop VET practice and curricula and also leads to significant parts of the internal goods of practice to remain tacit, personal and local when they need to become articulated and shared. The aim of the five articles has been to explore how Bildung and practical wisdom can enrich our understanding of vocational practice and didactics on a theoretical, methodological and practical level. Conceptually the thesis draws extensively from narrative inquiry (Clandinin & Connelly 1995, 2000), reflective practice (Schön 1983, 1987), Aristotelian philosophy regarding practical wisdom (Aristotle 2009, Nussbaum 1990), MacIntyre’s concept of a practice (2011) and the Bildung-tradition (Rittelmeyer 2012) to create a coherent framework for the inquiry termed vocational Bildung didactics (VBD). It is located in the phronetic social science paradigm articulated by Flyvbjerg (2001) where the main aim for research is to enrich practice rather than generate theory. The methodology for this kind of inquiry is the collection of narrative cases focusing on unusually rich/successful/wise cases of a practice, what Flyvbjerg (2001) terms extreme and paradigmatic cases. On a conceptual level the inquiry has resulted in the framework of VBD that provides the structure for engaging in this kind of research. It has also resulted in some further conceptualizations driven by the interpretation of cases, in particular a differentiation between vocational and cultural practices. On a methodological level it has resulted in a kind of double didactical method: the case narratives function as articulations of practical knowledge regarding vocational Bildung and practical wisdom but also as the didactical tools for teaching this. On a practical level the inquiry has resulted in suggestions for curriculum-development as well as ways in which the case narratives can be used to enrich the understanding of practitioners.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.
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Dhami, Veerinder K. "An examination of the architect in practice /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61989.
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Canning, Roy. "Scottish vocational qualifications : an analysis of policy and practice." Thesis, University of Aberdeen, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311159.
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This thesis reports on an evaluation of competence-based vocational education practice in Scotland, with particular reference to Scottish Vocational Qualifications. The research was undertaken between 1996-1999 and included a national survey of higher level SVQ students in Scotland, an analysis of national database on N/SVQs and case study research with providers and students. It was found that participation in the 'new vocationalism' was highly gender patterned, had little impact on education and training targets and was skewed in favour of particular awards and occupational groups. The criterion-based assessment methodology proved more time-consuming for the students than the staff, with the emphasis on producing paper-based portfolios of evidence. A particular concern emerging from the research was the superficial nature of learning taking place on competence-based vocational education programmes and the role of the Local Enterprise Companies. These findings are discussed in the context of the growth in 'outcome-based' approaches to education adopted by policy makers in Scotland. It is argued that the narrow instrumentalist employer-led standards used to underpin education practice are ill-suited to developing a highly skilled professional workforce for the next century.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.
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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Gren`, L. M. "Content and practice of realization of mechanisms of public administration in vocation and technical training development at regional level." Thesis, Ассоциация открытой дипломатии, Грузия, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48153.
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The article contains an analysis conducted on the basis of normativelegal documents of vocation-and-technical training’s formation and development within the context of the education system of Ukraine. There were determined peculiarities of content and viewed the practice of using mechanisms of state management in guiding vocation-and-technical training’s development at the regional level. Perspectives of modernizing
the vocation-and-technical training system for national economy development were considered.
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Tyson, Ruhi. "Vocational Bildung in action : A case study of the vocational education biography of master craftsman Wolfgang B." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113620.
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This study looks at issues of Bildung and vocational education from a biographical perspective. These issues are conceptualized in terms of Bildung in action, developed in relation to Schön’s concept reflection in action; Bildung through making as a way of thinking about processes of Bildung connected to crafts; and Bildung in vocational contexts, ie. contexts of vocational education and work. The concepts are enriched through an extensive auto/biographical case study of master craftsman Wolfgang B.’s educational biography focusing on stories of Bildung where processes and actions are described as well as the curricular structure of his training. Some of these stories and aspects of the case have then been analyzed in two articles, one dealing with questions of aesthetic Bildung in vocational education using Schiller as conceptual lens and one dealing with educating for vocational excellence using Aristotle’s concepts techne and phronesis to understand the narratives analyzed. The results are an increased and differentiated understanding of Bildung in vocational contexts, especially as related to the coexistence of skill training with education for Bildung and the unique perspectives that auto/biographical studies of retired or semi-retired craftspeople bring to the field of research connecting biography, Bildung in action and vocational education.
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Lahiff, Ann Theresa. "Observing vocational practice : a critical investigation of the use and value of teaching observations in the training of vocational teachers." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021654/.
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This thesis explores the use, value and practice of teaching observations conducted as part of vocational teachers’ in-service initial teacher training (ITT) in Further Education (FE) Colleges in England. The study is framed by a conceptual examination of the meanings of vocational, vocational learning and observation. This thesis emphasises the importance of understanding vocational learning as an embodied practice and as ‘learning as participation’ in the workplace and in work-related settings. It conceptualises vocational learning as part of the development of expertise along a horizontal axis, which encompasses social and cultural aspects from different disciplinary and/or vocational areas and not only cognitive dimensions. The thesis presents a conceptualisation of the observation of teaching as a contexualised and developmental process. Cultural Historical Activity Theory (CHAT) is used to both frame the research methodology and subsequent analysis. A case study approach addresses the research questions through the observation of ‘observations’ and interviews with vocational teachers, teacher educators, and vocational mentors. Two distinct activity systems are subsequently defined by their respective yet interacting objects of activity. These are identified as the development of ‘pedagogic expertise’ and the development of ‘pedagogic expertise for vocational practice’. The thesis confirms the value of ITT teaching observations to vocational teachers’ development. It concludes with some implications for practice and contributes to our understanding of vocational teachers’ learning and development.
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Wicomb, Samuel Domingo. "Graphic design students’ perceptions of work practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.
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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.
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Leigh, Nigel William. "Skills competitions : a winning formula for enhancing the quality of vocational education?" Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5786/.
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This thesis seeks to establish the merits of engaging in skills competitions and the requirements for further education colleges to consider in doing so effectively. This study uses qualitative methodology based on data gathered from two case studies, each being a college of further education in the West Midlands. The case studies produced transcripts from 22 semi-structured interviews with staff employed at these colleges, and responses from 28 vocational teachers from the case study colleges to an on-line questionnaire. The perspectives of the respondents are considered against themes emerging from a review of relevant literature on skills competitions, quality assurance, vocational teaching, change management, vocational identity and continuous professional development within further education. Following an analysis of the findings it is suggested that skills competitions can be used to enhance vocational education. This is enabled through embracing the 'craft' of vocational teachers and their students, within a corporate approach to the introduction and use of skills competitions by colleges of further education. This approach is sustainable where colleges encourage the development of environments that are defined as 'expansive', but is less likely to sustain enhancements in vocational education where environments are seen as 'restrictive'.
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Bennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
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[Truncated abstract] This study extends understanding of the careers of classical instrumental musicians within the cultural industries, and ascertains the extent to which professional practice is reflected within current classical performance-based music education and training. Little is known about the careers of classically trained instrumental musicians in terms of the activities in which they engage and the skills and attributes used to sustain their professional practice, and there is also widespread lack of understanding about the music industry and the wider cultural industries. The extent to which education and training reflects the careers of music performance graduates has gained heightened exposure at the same time as higher education institutions have become increasingly accountable for the employability of graduates, and yet much of the available literature has only tangential relevance and there remains a shortage of literature relating to the complex area of creative practice. The research approach for the study bridges both the interpretive and normative paradigms. Using survey and interview methods, the study employs three distinct but interrelated data collections to investigate sustainable professional practice through analysis of musicians’ careers, performance-based education and training, and the cultural industries. The study identifies the longitudinal characteristics of musicians’ professional practice and presents in a conditional matrix the intrinsic and extrinsic influences that impact upon it. The study proposes a practitioner-focussed Arts Cultural Practice (ACP) framework that consists of four practitioner-focussed, non-hierarchical groups which were determined through analysis of the major foci characterising roles within the cultural industries. As such, the ACP framework represents a new paradigm of sustainable practice that circumvents existing barriers; submitting a non-hierarchical view of cultural practice that clearly indicates the potential for an exciting diversity of holistic practice often not considered by practitioners. The ACP curricular model posits the collaborative delivery of generic skills across artforms. This study substantiates the generic skills used by artists throughout the cultural industries, and confirms the rationale for education and training which considers the sustainability of music graduates’ careers as arts cultural practitioners. Thus, individual strengths and talents should be developed according to the intrinsic and extrinsic influences which drive the passion for arts practice.
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Holmes, Jane A. "Implementing complex rehabilitation interventions in research : the example of vocational rehabilitation for people with traumatic brain injury." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50285/.
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Background: Research does not always translate into improved patient outcomes because of difficulties implementing complex health interventions. Distinguishing between effectiveness and factors affecting implementation is critical to improving trials of rehabilitation interventions. Understanding barriers and facilitators encountered when delivering complex interventions, such as rehabilitation, in the research environment requires examination. Implementation research is the study of methods to promote the uptake of research findings into routine practice and can help identify and explain barriers and facilitators. The aim of this project was to understand factors that affect the delivery of complex rehabilitation interventions in research, focussing on vocational rehabilitation for people with traumatic brain injury. Methods: Exploratory mixed methods were used to understand factors (barriers and facilitators) affecting the implementation of rehabilitation interventions delivered in research for people with long term neurological conditions including traumatic brain injury. In study 1, a systematic review investigated barriers and facilitators to the implementation of complex rehabilitation interventions delivered in clinical trials and other research. The review method involved developing search terms and searches included 11 databases, trial registries and author citations. All research methodologies were included. After screening titles and abstracts, two reviewers independently shortlisted studies. A third resolved discrepancies. Studies were appraised using the Mixed Methods Appraisal Tool. One reviewer extracted data in two stages; 1) descriptive study data, 2) units of text describing barriers and facilitators to implementation. Data were synthesised by; 1) mapping determinants to the Conceptual Framework for Implementation Fidelity and the Consolidated Framework for Implementation Research; 2) thematic analysis. Study 2 describes the development of a training package, used as an implementation strategy, to train NHS occupational therapists to deliver Early Specialist Traumatic brain injury Vocational Rehabilitation in three English NHS sites in the context of a rehabilitation trial. The training package was developed by "experts" in vocational rehabilitation and traumatic brain injury. It included a manual, direct instruction and mentoring. The confidence of the occupational therapists to deliver the intervention to trial participants with traumatic brain injury was measured before and after training and its usefulness examined via mentoring records and through early and late interviews with the trained occupational therapists. Implementation issues were mapped to the Consolidated Framework for Implementation Research and Comprehensive Framework for Implementation Fidelity. In Study 3 the extent to which the intervention was delivered as intended was investigated. A content form and fidelity checklist were developed. Fidelity was measured using these tools and triangulated with clinical and mentoring records. Barriers and facilitators were explored in interviews with the occupational therapists, trial participants, their employers and NHS staff in each site and triangulated with clinical and mentoring records and mapped to CFIR and CFIF. Results: Study 1 found it was possible to identify factors affecting the implementation of complex interventions in rehabilitation trials, even when researchers had not set out to report these. Treatment adherence, its acceptability and causes of attrition were the most frequently reported barriers and facilitators. The quality of intervention delivery, the preparedness of organisations to implement an intervention as part of a trial and the developmental readiness or ‘trialability’ of interventions were rarely reported. The findings from this study highlighted the potential barriers that trial occupational therapists might encounter when delivering Early Specialist Traumatic brain injury Vocational Rehabilitation. Study 2 found that experienced occupational therapists can be trained to deliver a complex intervention in a rehabilitation trial. Barriers and facilitators identified individual and organisational level barriers and facilitators. Soon after being trained, occupational therapists identified that direct instruction and the training manual were important in helping them implement the intervention. However, later they indicated that the manual was not used. Mentoring was identified as the most useful element of the training package in both early and late interviews. Study 3 found that occupational therapists delivered Early Specialist Traumatic brain injury Vocational Rehabilitation with fidelity. Factors facilitating implementation fidelity included expert mentoring, community rehabilitation experience and an intervention that could be tailored to individual need. Barriers included lack of access to NHS systems, backfill and support from NHS managers. The following factors both helped and hindered; communication with participants, acceptability of the intervention, individual and changing needs of study participants and interagency working. Conclusion: Using implementation research frameworks, such as Consolidated Framework for Implementation Research and Conceptual Framework for Implementation Fidelity, to identify, measure and describe barriers and facilitators can elicit important information to assist researchers in improving rehabilitation trial design, ensuring more robust trial outcomes, reduce the risk of type III errors and expedite translation of research into improved patient outcomes. Expert mentoring was considered essential to ensuring implementation fidelity, alongside case discussions and direct instruction about research contamination issues. Implementation of complex rehabilitation interventions, such as Early Specialist Traumatic brain injury Vocational Rehabilitation, is affected by a number of factors acting as barriers and or facilitators at the individual and organisational level.
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Hung, Chi-chiu Stephen. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2037947X.
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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.
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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.
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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.
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Walters, Elizabeth. "The elements of successful work placement processes: A case study of three Technical Vocational Education and Training (TVET) Colleges." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29543.
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Many research documents indicate that learners’ ability to transition from education and training to employment is closely linked to their work placement experience during their studies and on exit from their respective qualifications. This study identifies and analyses successful work placement practices through case studies, to understand which elements have supported TVET Colleges to facilitate the successful placement of their learners. The study starts with a historic overview of the Colleges to provide the context. It then moves on to explore, through secondary research, what the literature says about the identified elements which are institutional responsiveness; Work Integrated (WIL) units, curriculum relevance, partnerships and work readiness and their contribution to the transition from education to employment. The literature analysis was used to formulate key research questions for the primary research with three metro TVET Colleges, to explore how these Colleges have responded to the elements identified. The responses from the interviewees were used to extract the learnings from their practice and to draw out the elements that are key contributors to the successful placement of TVET learners.
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Dewhirst, Claire. "Thinking practice : CPD as ethical work." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.
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This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.
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Dynes, John. "Professionalism and practice : the development of situational vocational professional identity amongst UK Army reserve instructors." Thesis, University of Brighton, 2014. https://research.brighton.ac.uk/en/studentTheses/8e613bbf-c18c-4fb6-b67f-57472076b7cd.
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This study addresses the concept of developing professionalism and its association with instructional practice. It was conducted against a backdrop of political change affecting the military and the vocational education sector between 2006 and 2014. The political decision to revitalise the Army Reserve will place the organisation under greater levels of scrutiny and is likely to result in an increased focus on professionalism. This may be directed at both individual and organisational levels thus understanding the perceptions from a practitioner level can inform future training and support.
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Holmes, Jeanne Joanne. "Office occupations/word processing curriculum guide." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1545.
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The purpose of this project is to design a new course outline for the Office Occupations/Word Processing course for high school and adult students. Specifically, the course outline will serve students who are at least 16 years old. The content of the course consists of interpersonal and communication skills, hardware/software management, text editing concepts and skills, clerical skills, job search skills, data entry and database, information processing, and telecommunication skills.
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Mwenge, Felix. "Using quantitative analysis to identify binding development constraints and options for their alleviation - two case studies in health and vocational training in Zambia." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22955.
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This report is a quantitative analysis of two case studies demonstrating the binding development constraints and options for their alleviation. The first case study is an analysis of health inequalities which remain an important policy issue in many developing countries. Using the 2014 data for the Zambia Demographic and Health Survey (DHS), the paper assesses health inequality in Zambia using Child stunting as a health variable. The paper finds that those in the poorest group had more than thrice the Child stunting rate of the richest group, proving the existence of health inequality in Zambia. The paper further investigates the factors associated with stunting and finds that the mother's age, education, marital status, socio-economic status, location and nutritional status measured by body mass index (BMI) are significantly associated with Child stunting. Policy recommendations center on women empowerment, improving household food security and rolling out Social Cash Transfer schemes among others. The second case study is concerned with technical and vocational skills development, which despite being a key factor in economic growth remains limited in Zambia. Using multiple regression, the study finds that participating in skills training is determined by age, level of education, gender and location (rural or urban). These factors also affect participants' choices among the various skills training options that exist in Zambia: on-the-job training, public institutions, private institutions and apprenticeship. The study provides a number of recommendations. One relates to improved access to education for girls to improve their chances of accessing skills training. Another one calls for the formalisation of apprenticeships which remain informal and unofficial despite a substantial proportion of people acquiring skills through this avenue.
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Höjlund, Gunilla. "Vocational skills formation in communities of practice : experiences from primary school and the informal economy in Tanzania /." Stockholm : Stockholm Institute of Education Press (HLS förlag) : Department of Social and Cultural Studies in Education, Stockholm Institute of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1243.
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Magalhães, Lilia Bueno de. "A prática dos enfermeiros em postos de saúde municipais no Estado do Paraná, e sua relação com a formação profissional e as organizações dos serviços." Universidade de São Paulo, 1992. http://www.teses.usp.br/teses/disponiveis/6/6135/tde-10012018-121218/.
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A expansão do mercado para enfermeiras, em postos de saúde municipais, levou a uma pesquisa para caracterizar a prática desses profissionais em postos de saúde de 22 municípios do Estado do Paraná, e sua relação com a formação profissional e organização dos serviços. São descritos a carga horária e conteúdo das disciplinas de enfermagem de saúde pública, das 7 escolas de enfermagem do Estado, e a existência nas secretarias ou departamentos, de programas, atribuições dos enfermeiros e auxiliares de saúde, manual de normas e procedimentos. Foram entrevistados 117 enfermeiros. A população estudada apresentava como características: ter menos de 5 anos de formação (65,8 por cento ), trabalhar no municipio há menos de 2 anos (58,9 por cento ) e com uma carga horária contratual em maior proporção de 40 horas semanais (47,9 por cento ); o número de enfermeiros com formação específica na área era baixo: habilitação em saúde pública 16,3 por cento e especialização em saúde pública 28,0 por cento . Tinham sob sua supervisão em média 2.1 postos de saúde e 8.4 auxiliares de saÚde. A frequência maior entre as atividades administrativas foi a supervisão (76,0 por cento ); nas assistenciais o atendimento de enfermagem (83,7 por cento ) e nas educativas o treinamento de pessoal (50,4 por cento ). A atividade de pesquisa apresentou baixo percentual (4,2 por cento ). As reuniões em nível central foram as mais frequentes entre as extra-posto de saúde. Os fatores facilitadores do desempenho foram o relacionamento inter-equipe, o apoio institucional e a autonomia e entre os dificultadores a planta fisica, insuficiência de recursos humanos e capacitação insuficiente. Não participavam da programação 23,1 por cento e as atividades com a comunidade foi referida por 56,4 por cento dos entrevistados. Foi avaliado insuficiente o conteúdo teórico e prático da disciplina enfermagem de saúde pública e as sugestões foram para mudanças no conteúdo, carga horária, alocação e integração com outras disciplinas. Os egressos da escola de Enfermagem da Fundação Universidade de Cascavel (FECIVEL) foram os que apresentaram diferenças significativas entre as atividades desenvolvidas em relação às outras escolas. As atividades de supervisão e treinamento de pessoal apresentaram uma forte evidência de que a proporção dos enfermeiros, que desempenham estas atividades nos serviços organizados,é maior que nos serviços não organizados. As atividades com a comunidade e a participação na programação mostraram-se não associadas à organização, sugerindo que as variáveis selecionadas para compor o indicador serviço organizado, parecem ser inadequadas para esta associação.This research was meant to verify the practice of professionals in health units of 22 municipalities in the state of Paraná. The amount of hours and subject matter content in the public health nursing courses of seven state schools, the availability of health programs in government departments, the duties of nurses and health assistants, and the manual of norms and procedures were checked and presented in this work. 117 nurses interviewed had the following characteristics: less than five years of graduation (65.8 per cent ), less than two years job experience in the municipality (58.9 per cent ), 40 hour weekly work (47.5 per cent ). The nurses with a specialized field of studies in public health (28.0 per cent ) had under their supervision an average of 2.1 health units and 8.4 health assistants. Supervision scored highest within administrative work (76.0 per cent ), nursing scored 83.7 per cent as an assisting work. Within the educational work, personnel training scored 50.4 per cent whereas the research work scored only 4.2 per cent . Among out-of-the-health unit activities, meetings were the most frequent. Facilitating factors of performance were inter-teams relationship, institutional support and autonomy. The impeding factors were the area plan, the lack of human resources and qualification. 39.3 per cent of the informants did not engage in any community program. The theoretical and practical content of the public health nursing càurse was considered insufficient by 33.2 per cent . Suggestions were given as to content, disciplines and amount of hours in the course. The nurses graduated in Faculdade de Educação, Ciências e Letras in the city of Cascavel (FECIVEL) presented significant differences as to their formation and professional practice compared to graduates from other schools. Nevertheless, similarities were found in terms of community participation by graduates from Universidade Federal do Paraná, participation in programs by those from Universidade Católica do Paraná and Centro de Estudos Superiores de Londrina (CESULON), and personnel training by those from Universidade Estadual de Londrina. The relation between practice and organized services also presented differences as to supervision and training. And activities with the community and participation in programs were seen as independent variables in the organization of health services.
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McGregor, Roberta J. "Expert practice and career progression in selected clinical nurse specialists." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135236/.
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Bergman, Birgitta. "Being a physiotherapist : professional role, utilization of time an d vocational strategies." Doctoral thesis, Umeå universitet, Institutionen för samhällsmedicin och rehabilitering, 1989. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-141114.
Full textAbstract:
In a research series carried out between 1984 and 1988 in the county of Västerbotten in northern Sweden, various aspects of the professional role and work of physiotherapists were studied. A variety of research methods were used: questionnaires (n = 163), a time budget study (n = 149), and a qualitative interview (n = 24). Physiotherapy was considered varied and creative, but not well defined or very specific in its objectives. Physiotherapy is still a predominantly female profession, though the proportion of male physiotherapists was increasing. The proportion entering full-time employment in physiotherapy increased due both to the greater number of male graduates and the increasing number of women working full-time. A partial internal division of work between the sexes has arisen. More women than men are employed in in-patient care, while proportionately more men worked outside institutions. Most respondents were firmly in control of their treatment methods, but were somewhat restricted in their freedom to decide whom to treat, and when to terminate treatment. Few had carried out any research concerning treatment and results. The time budget study showed that the treatment of patients took up on average 33% of the physiotherapists’ gross working hours and was the largest single task. Continuing education accounted for 5%, development work for 1% and the remaining occupational tasks for 38%. Occupational area was the most important factor in explaining the distribution of working hours, when other factors were kept constant. Neither sex nor gender markedly affects the carrying out of tasks other than treatment. Nor does professional post particularly affect time utilization other than for administrative tasks. This profession has a double objective: care and service more generally and to provide physiotherapy in particular—both equally important. In order to improve the quality of physiotherapy, and at the same time to extend their own specific, theoretical body of knowledge, a number of physiotherapists have reappraised and extended their concept of the profession to include management and research in their everyday work. Conclusion: The fact that occupational area exercises such a profound influence on the work of physiotherapists, taken together with the slight influence that professional post has, reveals that the individual physiotherapist must be prepared to play a broadly defined professional role. There seems to be a wealth of skill and expertise available within the profession, which could, however, be more efficiently used if the management and organization of physiotherapy service were better adapted to serve its objectives, and if these were better delineated and communicated.digitalisering@umu.se
24
Hodge, Selwyn John. "A study of the technical and vocational education initiative (T.V.E.I.) in relation to its role as a strategy for change in educational management." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/73520/.
Full textAbstract:
This thesis investigates the introduction of The Technical and Vocational Education Initiative (TVEI) to schools and colleges. It examines how far, and in what ways, the Initiative was able to bring about changes in LEAs and institutions. The evaluation studies carried out by the Author in three Local Education Authorities are considered and, in addition to discussing the methodology which was used, the ways in which the research was affected by its association with a contractually arranged evaluation programme are analysed. Features of educational innovation are considered in relation to the main participants in TVEI, and the ways in which these groups and individuals attempted to implement change are reviewed. The research studies, which were conducted at local and national levels. are considered. and the evaluation data that was obtained is used to consider the ways in which one of the projects managed the Initiative. The change strategies that were employed are analysed, and the developments occurring in TVEI are set against the educational background of the Authority. The ways in which the policies of the LEA influenced individual institutions are evaluated. The outcomes of this particular case study are then compared with the approaches used to introduce and manage TVEI in two other LEAs. The main findings are that: (1) there was a shift of control from the MSC to the LEAs and institutions during the lifetime of TVEI which resulted partly from the centre/periphery change model employed. This shift enabled practitioners to gain a considerable degree of control over the ways in which the Initiative was implemented. (ii) many of the changes taking place were peripheral to the main aims of TVEI. and the available funding allowed the introduction of a number of long established ideas. (iii) TVEI had a considerable influence on other initiatives introduced during the 1980's. (iv) TVEI enabled changes to take place in those LEAs and institutions that were willing and prepared for innovations to occur. (v) the initiative was introduced rapidly, and many of the changes were partial and incomplete. (vi) the ways in which TVEI influenced practice in institutions was dependent upon the roles and attitudes of the headteachers, coordinators and other key staff involved. (vii) the relationship between an LEA and its institutions was critical to the ways in which changes were introduced.
25
Lindberg, Viveca. "Yrkesutbildning i omvandling : en studie av lärandepraktiker och kunskapstransformationer." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28771.
Full textAbstract:
The purpose of the thesis was to explore what students within vocational education are expected to learn and the practices that constitute vocational education in Swedish upper secondary school. The empirical basis for the thesis is two studies, both of which have been reported separately. In the first study, twelve vocational teachers were interviewed sequentially. Classroom observations were made of the tasks their students worked with and these supplemented the interviews. The second study consists of case studies of five teachers in academic subjects within vocational education. Here sequential interviews of the teachers and classroom observations of the tasks their students worked with were supplemented with group interviews of their students and, in two cases, of collaborating vocational teachers. A social perspective on knowing and learning was used for analysing data. The results from the interviews with the vocational teachers show that what they wanted their students to learn in vocational education (their object) is related to vocational knowing but is not the same thing. Knowing in school can be regarded as preparation for work within the respective vocational area, as preparation for further learning and as preparation for citizenship. The first category relates to vocational knowing, whereas the latter two relate to a broader commission of education in late modernity – the risk and uncertainty of the future work situation that the students are likely to encounter. The tasks were analysed regarding their content, form, and the tools used for completing the tasks. Three categories of tasks were construed: school tasks, simulated tasks and vocational tasks. School tasks are characterised by that they employ the practice of school, whereas the vocational tasks employ the practice of the respective vocation. Simulated tasks are specific in that they allow a testing and correction of the result before the job is done. Through school tasks the students were introduced into a new content. Vocational tasks were used in bridging school and work. Besides the obvious tools of the respective vocation, texts were also used as tools in the work with the tasks. Most texts were vocational texts, i.e. texts that were used in similar ways in school as within the vocation. The second study, case studies of five teachers in academic subjects within vocational education, focused the infused tasks their students worked with. These results showed that the teachers used three different steering documents for planning their work: the national curriculum for upper secondary school, the objectives of the respective programme, and the syllabuses for their subject. By using all three documents, they were able to construct infused tasks. These tasks made it possible for the students to see other aspects of their respective vocational area than within the vocational subjects, e.g. the environmental work, historical aspects etc. The texts the academic teachers used were not the same as those used by vocational teachers. These texts were texts ‘imposed by others’ (e.g. local authorities) but also used for work within the vocation. The ‘theorisation’ of vocational education, that has been claimed to be a consequence of the academic subjects, can be seen rather as a change within the vocations from an oral to a literate culture. In completing many of the tasks observed, theoretical knowledge from different domains, as well as skills were needed. Vocational education as a purely ‘practical’ education is therefore a myth. A variety of texts were used within vocational education for the work, mostly as tools. The literate practices of vocational education are similar to the literate practices of the vocations rather than to those of school. New tools seem to change working life and vocational education as well. This implies that a different kind of vocational knowing is needed. When employers control or simulate production processes instead of doing the manual work, vocational knowing becomes something else. This new kind of work is dependent on a different kind of experience. Thus the theorisation of the vocational education is a theorisation – or rather an abstraction – on many levels. Some of them have been developed within the vocations, others are imposed from the outside. Three social practices, vocational education, working life and academic education, formally have a joint responsibility for the vocational education. Depending on if and to what extent they collaborate, the learning practices offered to the students will differ. With collaboration, as in these two studies, the students encounter learning practices where the content from each of the three contexts can be experienced as reembedded into new contexts.Därtill 4 uppsatser
26
Vohra, Amit. "Decision factors that determine choice of medical specialty amongst medical students, pre-vocational doctors, general practice registrars and general practitioners." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2446.
Full textAbstract:
In seeking to answer the research question, “What are the Decision Factors that Determine Choice of Medical Specialty Amongst Medical Students, Prevocational Doctors, General Practice Registrars and General Practitioners?”, this qualitative research utilised in-depth interviews to provide a unique perspective in an intergenerational study that explored key factors impacting on choice of medical specialty. Findings confirm that money and prestige are not important and that work-life balance and professional satisfaction are key to influence decisions.
27
Uzun, Erman. "An Action Research On Design, Delivery And Evaluation Of A Distance Course In A Vocational Higher Education Institution." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615320/index.pdf.
Full textAbstract:
The main purpose of the study was to design, develop, deliver and evaluate a new distance web design course for the needs of students in a vocational higher education institution. Proactive action research was used as a framework during the research process. This research focused on the analysis of the existing face-to-face course to mitigate its problems in the new design. Then, accomplishments and insufficiencies of the new design in the new context were investigated.
For this study, data were collected in two different semesters, in a vocational higher education institution. In the first semester, an existing course was investigated to see the problems and the needs. The results revealed that there were problems associated with &ldquomotivational&rdquo
, &ldquo
interactional&rdquo
, &ldquo
instructional activities&rdquo
, &ldquo
support materials&rdquo
, &ldquo
up-to-date content&rdquo
, &ldquo
technologic&rdquo
, and &ldquo
non-technologic&rdquo
aspects of the existing course. Before the delivery of the new distance course in the second semester, it was completely redesigned with the new characteristics to mitigate some of the predetermined problems of the existing course. In this new structure, an instructor from Ankara gave the course via smart class to this vocational institution located in another city. In the second semester, data were collected to understand what the accomplishments of the new course, and what aspects of the new course needed to be modified. To triangulate qualitative findings, two questionnaire were conducted to see the students&rsquo
attitude towards web-based instruction and students&rsquo
perceptions about learning environment. With the findings of these data collection procedures, the accomplishments of the new design can be categorized in five main headings. These are &ldquo
working with an experienced instructor&rdquo
, &ldquo
extended learning opportunities&rdquo
, &ldquo
increased future expectations of students&rdquo
, &ldquo
fulfilled software requirements&rdquo
, and &ldquo
applicability of a distance vocational course&rdquo
. On the other hand, in the new structure of the course, new problems emerged such as &ldquo
course delivery problems&rdquo
and &ldquo
students&rsquo
readiness&rdquo
, because technology use in education sometimes comes with its unique problems including the solutions. Those accomplishments and insufficiencies points of the new design would be helpful in the new distance course design projects.
28
Soeker, Shaheed. "Occupational self efficacy : an occupational therapy practice model to facilitate returning to work after a brain injury." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6021_1323934895.
Full textAbstract:
This qualitative study explored and described the lived experience of people with brain injuries with regard to resuming their worker roles. Based on the results, an occupational therapy practice model to facilitate return to work was developed. The theoretical framework of occupational science with emphasis on occupational risk factors informed the study. The research design was a theory generative design based on a qualitative, phenomenological, explorative and descriptive research approach utilizing the methods of theory generation as advocated by Chinn and Kramer (1999), Walker and Avant (2005) and Dickoff, James and Wiedenbach (1968).
29
Hung, Chi-chiu Stephen, and 洪志超. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960170.
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30
Goldman, SR. "Self-assessment in General Practice Vocational Training." 2007. http://eprints.utas.edu.au/7695.
Full textAbstract:
The study at the core of this dissertation aims to evaluate
general practice vocational training from the perspective of
learners using self-assessment. Using a model developed from
the self-assessment literature, the study examines the extent to
which trainees view themselves as competent in key curriculum
areas. Research questions consider whether participation in
general practice training results in a measurable increase in
self-assessed competence in the key areas of general practice
training, and to what extent trainees are satisfied with the
program. Also considered is the relationship between the two
concepts of satisfaction and self-assessed competence, and the
correlation between examination results and self-assessments.
31
TSENG, YI-FENG, and 曾議鋒. "Electricity Saving Practice for Vocational Training Center." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n2u452.
Full textAbstract:
碩士崑山科技大學
電機工程研究所
106
Taiwan is an island-type nation. owing to produce insufficient energy itself, more than 90 percent of energy sources have to rely on import. It is the most important issue that how to improve energy in efficiency and reducing wastage and losses for government. Therefore, this paper focuses on Introducing Energy Management System(EMS) to mend the electricity consumptive-mode and achieve the goal that energy conservation and efficiency. In this paper, vocational training center is as an example, including administrative district, teaching district, dormitory and so on. For air conditioning, lighting and other electrical loads, analyze electrical characteristic and usage. Through EMS to integrate central air conditioning and heavy-consumed equipment, and with Demand Control technique, remote control, peak demand uninstall system. To find out the best energy-saving solutions and providing a measures for reference in the future.
32
Hua, Wang Jing, and 王淨樺. "A Study of Vocational Field Practice for Special Education Class in Vocational High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50454669879465741795.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
100
The purpose of this study was to investigate the vocational field practice of students in special education class in vocational high schools. The differences on vocational field practice of students in dissimilar background variables have been to analyze. This study was conducted by questionnaire to assess the relationship vocational field practice of the Special Education teachers in vocational high schools. The population included teachers of Special Education in vocational high schools in 2011 all over the country. 339 effective copies among the 419 questionnaires released with the valid recovery rate of 81%. Several main conclusions were discussed from the data analysis by means of the following nine statistic methods, including percentile, frequency, average, standard deviation, one sample t-test, independent-sample t-test, one-way ANOVA. The research findings were as follows. (1)The present situation of the vocational field practice of students in special education class in vocational high schools, practice sessions part of third year for the 14, under for 21. The arrangement was mainly in general workplace. (2)Contact the clinical site to teachers look for ways, practice programs to special education leader as the main person in charge of the practice stores usually have six or more practice sites each practice location to arrange one to two students in the workplace practice. (3)Practice staff member bread baking, food and beverage attendants and car wash workers for occupational practice in the difficulties encountered in the workplace looking for is not easy, the student’emotional instability and low willingness to work as the main problems encountered. (4)Vocational functions teachers practice the status of dimensions in the workplace, not because of gender, age, special education background, teacher qualifications, duties and schoolares, and seven background variables vary, because of special education seniority vary. The best performance in practice the scale to the workplace to enhance student’ ability and based on the research findings in the study. (5)More than 70% of special education teachers are satisfied with the current vocational field practice to the status. The suggestions to educational administrative institutions, vocational high schools with special education classes, teachers and future study were illustrated.
33
CHEN, CHIA-YU, and 陳嘉祐. "Electricity Saving Practice for Senior Commercial & Industrial Vocational School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/znfs4y.
Full textAbstract:
碩士崑山科技大學
電機工程研究所
106
To reduce electricity consumption in the campus, Energy Bureau, Ministry of Economic Affairs, and Education Administration had contributed much effort in recent years. This thesis aims at the outcome analysis on the energy conserving policies made by these departments. Taking the electricity consumption of National Pai-Ho Senior Commercial & Industrial vocational school into analysis, the paper aims to reveal the impact of energy policy on vocational school system. Campus generally can be divided into three territories, classroom, dormitory, and administrative area. The energy conserving policy primarily consisted of active management of electricity, and replacement of old-fashioned infrastructure. Active management was done by establishing real-time monitoring framework of electricity consumption. Infrastructure renewal includes light bulbs and tubes, air-conditioning system, and outdated high voltage transformer. Other measures include using solar energy water heater, and replacing tank-type air conditioner with energy-efficient devices.
34
Harrison, James Gravener. "A developmental framework of practice for vocational and professional roles." Thesis, 2021. https://vuir.vu.edu.au/42717/.
Full textAbstract:
This doctorate contends that vocational (including professional) practice is developed
by cyclical iterative processes of problem solving, research and experiential learning
that share generic characteristics in common. This concept lends itself to use in
academic programmes of vocational formation that require life-long self-development.
This research explores how mature professionals were using experiential learning and
other processes for their development as compared with my own experience. The
results of our combined experience were examined for their contribution to improved
vocational formation. This development is closely linked to the concepts of
'competence' and 'capability' that became significant in contemporary vocational
qualification prescriptions (Jessup, 1991; Stephenson & Yorke, 1998). In this work,
'competence' is defined as the performance of practice in a vocational discipline and
'capability' as how competence is built and evolved.
Narrative inquiry, aligned with autoethnography, was selected as an appropriate
methodology for this qualitative research. The study began by undertaking a series of
interviews (Seidman, 2013) with individual professionals from business, technology and
education fields. My professional practice in tertiary education teaching inspired a
consideration of a broader concept of vocational development. This arose from my
realisation that much of the development I was comprehending used familiar processes
of problem solving and research.
The approach to the research began with a focus on learning and its association with
psychology and sociology disciplines. However, the addition of problem solving and
additional research methods, has meant taking on a broader ontological and
epistemological perspective. This is compounded by the separation of conceptual
knowledge from experiential knowledge, making the principal form of inquiry an
investigation into an epistemological problem. To try and situate the findings
appropriately, the primary methodology and methods pertaining to the psychology and
sociology disciplines have been retained in terms of data collection, analysis and
presentation, and the personal autoethnography involves a hybrid between conceptual
and professional practice perspectives.
Thus the work comprises individual narratives of the participants (Clandinin & Huber,
2009) summarised in a narrative as inquiry, supported by a personal autoethnographic
narrative (Denzin, 2013). The autoethnographic narrative is informed by dimensions of
professional practice described by Cochran-Smith and Lytle (2015); and Lester and
Costley (2010). The findings comprise a developmental framework of vocational practice, which
contends that individual capability (Stephenson & Yorke, 1998) is underpinned by
cyclical and iterative, problem-solving, research and experiential learning processes
which have generic characteristics. The concept of capability as a lifelong cyclical
iterative process and the linkages between problem solving, research and experiential
learning are seen as new contributions to knowledge. In turn, competence (Burke,
2005) becomes a state of practice provided by a developmental capability process and
continues to grow through new problem solving, research or learning needs. As such,
the framework allows for conscious lifelong self-development that will have major
benefits in the tertiary education system and potentially earlier. Two further findings of
significance were noted; the first being that an individual’s narrative of identity also
reflects their full practice and developmental capability holistically, (Clark & Rossiter,
2008; Polkinghorne, 1991) and that subconscious cognitive processes of insight,
passive reflection and creativity all make a significant contribution to everyday
vocational practice (Csikszentmihalyi, 2007; Eraut, 2002) and individual identities
(Field, 2012).
35
CHUNG-HAO, LI, and 李忠浩. "The Investigating Study of Current Status for Special Education Program Vocational Field Practice in Vocational High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/50406147149632904745.
Full textAbstract:
碩士國立臺灣師範大學
工業教育研究所
91
Abstract The purpose of this study is to explore the current status for special education program students’ vocational field practice in vocational high school. This study adopts “questionnaire survey”, which chooses the “administrative personnel and coaching teachers” of the special education classes in 11 vocational high schools that implemented vocational field practice, “students’ parents” and “employers” as the studying subjects, and put in use of questionnaire survey, with 279 surveys mailed, 212 of which returned, and 76% being the rate of valid sampling. The statistic analyses were frequency distribution, percentage, mean, standard deviation, sorting, chi-square test, one sample t-test, one-way ANOVA, Scheffe Post Hoc Multiple Comparisons. The major findings of this study are: 1. It was best for school to start to arrange the vocational field practice for the 3 rd grade students at the first semester; and it was appropriate for students to arrange the vocational field practice out of school 3 days per week. 2. It was the most to have coaching teachers in charge of live guidance in the vocational field practice out of school. 3. It was the most way to have students practice in several separated vocational fields for special education program students’ vocational field practice. 4. It was the most to get the spot for students’ vocational field practice according to the convenience of transportation. 5. While the special education students were practicing in the vocational field, the ability he most required to possess is basic communicating ability. 6. Currently the most suitable vocations for the special education program students’ vocational field practice are western snacks baking and catering service. 7. While the students were practicing in the vocational field, if adjusting difficulty happened, the better way we dealt with was to proceed with the individual guidance according to the result of observation and evaluation; and then to coordinate the working staff in the vocational field to readjust the working process or adjust the job, at last transfer the vocational field. 8. The items we evaluated the students in vocational field practice should include working attitude and working technique at least. 9. The major reasons why the special education students can’t get a job after graduated were: working attitude, working technique, and human relationship. According to the research hereinbefore, the study raised the concrete suggestions to “educational institutions”, “schools”, “students’ parents”, “employers” and “follow-up research” individually.
36
XIAO, YU-MIN, and 蕭育民. "Developing commercial vocational high school students English oral proficiency:theory and practice." Thesis, 1989. http://ndltd.ncl.edu.tw/handle/72322131805062206367.
Full text
37
Stergiou-Kita, Mary Melpomeni. "Inter-professional Clinical Practice Guideline for Vocational Evaluation following Traumatic Brain Injury." Thesis, 2011. http://hdl.handle.net/1807/31948.
Full textAbstract:
Due to physical, cognitive and emotional impairments, many individuals are unemployed or under-employed following a traumatic brain injury. The research evidence links the rigour of a vocational evaluation to future employment outcomes. Despite this link, no specific guidelines exist for vocational evaluations. Using the research evidence and a diverse panel of clinical and academic experts, the primary objective of this doctoral research was to develop an inter-professional clinical practice guideline for vocational evaluation following traumatic brain injury. The objective of the guideline is to make explicit the processes and factors relevant to vocational evaluation, to assist evaluators (i.e. clients, health and vocational professionals, and employers) in collaboratively determining clients’ work abilities and developing recommendations for work entry, re-entry or vocational planning. The steps outlined in the Canadian Medical Association's Handbook on Clinical Practice Guidelines were utilized to develop the guideline and include the following: 1) identifying the guideline’s objective/questions; 2) performing a systematic literature review; 3) gathering a panel; 4) developing recommendations; 4) guideline writing; 5) pilot testing. The resulting guideline includes 17 key recommendations within the following seven domains: 1) evaluation purpose and rationale; 2) initial intake process; 3) assessment of the personal domain; 4) assessment of the environment; 5) assessment of occupational/job requirements; 6) analysis and synthesis of assessment results; and 7) development of evaluation recommendations. Results from an exploratory study of the guideline’s implementation by occupational therapists in their daily practices revealed that clinicians used the guideline to identify practice gaps, systematize their evaluation processes, enhance inter-professional and inter-stakeholder communication, and re-conceptualize their vocational evaluations across disability groups. Statistically significant improvements were also noted in clients’ participation scores on the Mayo-Portland Adaptability Inventory–4 following guideline use. This guideline may be applicable to individuals with TBI, clinicians, health and vocational professionals, employers, professional organizations, administrators, policy makers and insurers.
38
Liang, Su-Yun, and 梁紓芸. "The Current Situation of The Vocational Field Practice for Special Education Program in Vocational High School Students In Central Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/76a8rq.
Full textAbstract:
碩士國立彰化師範大學
特殊教育系所
104
This research was mainly about the study of the current situation of the vocational field practice for special education program in vocational high school students in central Taiwan. It is done by the questionnaire survey, having the special education program in vocational high school students in central area (Taichung City, Changhua County and Nantou County) as objects of study. A total of 15 schools have been sent with the questionnaire to survey the plans and the contents of the vocational field practice. In addition, the homeroom teachers especially have the graduates of the year (138 students in total) to fill in their vocational field practice situation individually, with self-made questionnaire “Questionnaire of Current Situation of the Vocational Field Practice for Special Education Program in Vocational High Schools in Central Taiwan” to collect data. The data received from the questionnaires is analyzed with descriptive statistics, mean statistics, standard deviation, independent samples T-Test and one-way analysis of variance. The results are as below: 1. The courses opened by the Department of Special Education in vocational high schools in central Taiwan are mostly about housework courses and service courses. 2. The number of off campus vocational field practice days for the graduates of the year is 3 days a week at most. The homeroom teachers and the parents for most schools are the decision makers for the practice location. 3. The top 3 practice job types are the clerks, restaurant services and baking jobs. 4. The top 3 commonly encountered difficulties in promoting the vocational field practice are lack of self-awareness, lack of supports from the parents and not having desires to work. 5. In all the categories of the vocational field practice performance, the students got the highest average scores in “work performance”, followed by “social competence” and “functional academic skills” is the bottom of the three. 6.The students’ performances in the vocational field practice is closely related to the special education class years, the sources of the practice jobs, the number of the practice days, the scores of having and practicing related courses, and the willingness to keep staying in the workplace. 7. For the students’ performances in the vocational field practice, there is no difference between areas, gender and whether having or practicing related courses before. According to the results mentioned above, the advices are raised respectively to schools, educational administrations and the future studies for references.
39
Alderman, Gwendolyn. "From rhetoric to practice: issues in teaching and learning touch keyboarding." Thesis, 2004. http://hdl.handle.net/1959.13/935222.
Full textAbstract:
Masters Research - Master of Education (MEd)Touch keyboarding as a vocational skill is disappearing at a time when students and educators across all educational sectors are expected to use a computer keyboard on a regular basis. There is documentation surrounding the embedding of Information and Communication Technology (ICT) within the curricula and yet within the National Training Packages touch keyboarding, previously considered a core component, is now an elective in the Business Services framework. This situation is at odds with current practice overseas where touch keyboarding is a component of primary and secondary curricula. From Rhetoric to Practice explores the current issues and practice in teaching and learning touch keyboarding in primary, secondary and tertiary institutions. Through structured interview participants detailed current practice of teachers and their students. Further, tertiary students participated in a training program aimed at acquiring touch keyboarding as a skill to enhance their studies. The researcher’s background experience of fifteen years teaching touch keyboarding and computer literacy to adults and 30 years in Business Services trade provides a strong basis for this project. The teaching experience is enhanced by industry experience in administration, course coordination in technical, community and tertiary institutions and a strong commitment to the efficient usage of a computer by all. The findings of this project identified coursework expectations requiring all students from kindergarten to tertiary to use a computer keyboard on a weekly basis and that neither teaching nor learning touch keyboarding appears in the primary, secondary and tertiary curricula in New South Wales. Further, teachers recognised touch keyboarding as the preferred style over ‘hunt and peck’ keyboarding while acknowledging the teaching and learning difficulties of time constraints, the need for qualified touch keyboarding teachers and issues arising when retraining students from existing poor habits. In conclusion, this project recommends that computer keyboarding be defined as a writing tool for education, vocation and life, with early instruction set in the primary schooling area and embedding touch keyboarding within the secondary, technical and tertiary areas and finally to draw the attention of educational authorities to the Duty Of Care aspects associated with computer keyboarding in the classroom.
40
Ruzenski, Susan M. "Empowerment-Based Practice Toward Vocational Rehabilitation Among Adult Leaners Who are Deaf-Blind." Thesis, 2019. https://doi.org/10.7916/d8-q9z8-5e27.
Full textAbstract:
Traditionally vocational rehabilitation has as its goal providing services to support individuals with disabilities to achieve outcomes that relate to employment and independent functioning so that they may live self-sufficient and empowered lives. The current research discusses models of empowerment among varied marginalized groups identifying its components and dimensions, but little is known about how learners perceive and experience empowerment. This qualitative case study brought the voices of 18 adult learners who are deaf-blind into the conversation and examined the instructional practices and experiences that were reportedly empowering among learners while participating in vocational rehabilitation. The study revealed learners’ interpretations of their experiences, motivations, insights, and challenges during their vocational rehabilitation journey. The study illuminated how learners perceived empowerment and identified six elements of the experience. In addition, learners shed light on six elements of the learning context that were worthy of consideration among learners and practitioners for optimizing the learning experience. Emergent themes surfaced regarding the relationship between empowerment-based practice and transformative learning. The change reportedly undergone by learners encompassed the whole person: affective, cultural, social, practical, political, and spiritual domains. Preliminary investigation into the distinctive pathways to empowerment among deaf-blind adult learners provided a unique perspective by learners on how they made meaning and navigated their new reality of combined vision and hearing loss. Recommendations to practitioners and learners are derived from the 18 voices of learners who participated in the study. The study also revealed a need to further investigate the link between transformative learning and empowerment-based practice and how these two theoretical frameworks might inform one another with implications for practice.
41
Tsai, Tai-Ju, and 蔡岱洳. "A Study on the Practice of the Training Quality System by Vocational Unions." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/f2furx.
Full textAbstract:
碩士國立暨南國際大學
公共行政與政策學系
106
Human capital is a key factor to a national competitive advantage. In order to enhance the training capability, the Council of Labor Affairs – Bureau of Employment and Vocational Training invited scholar experts to consult and use England IIP and ISO10015 as a references to create Taiwan TrainQuali System which included Plan, Design, Do, Review and Outcome phases to monitor the training quality control. This training quality control program will provide a self examining and self-improving mechanism for training institution. It also will be used as an evaluation instrument for the evaluation of training quality. This study of Adopt that TTQS, induces five occupation training organizations The results are as follows. the analysis result, and there are three study conclusions: 1. Input Taiwan TrainQuali System of difficulty is in Taiwan TrainQuali System and the handbook making, the solution is to establish the training control user manual as a guidline for training flow and procedure. 2. The occupation training organization input Taiwan TrainQuali System has positive influence to the organization and the members, but has negative impact. 3. The training process of The occupation training organization is better improvement than input Taiwan TrainQuali System after.
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Hong-Min, Lin, and 林宏旻. "The Investigation of Current Status&Problems for Special Education Program Field Practice and Vocational Guidance in Vocation High Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/07430134235705307550.
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碩士國立彰化師範大學
工業教育與技術學系
93
The purpose of study was to explore the current status for special education program students’ vocational field practice & vocational guidance in vocational high schools. Hopefully the results will be taken as the references in making field practice and vocational guidance in the future. The main spindle of this research is by questionnaires. The study adopted stratified random sampling technique based on the location of the school. The population came from 80 special classes of vocational schools in Taiwan area, and gains 54 schools via purposive sampling. The study chooses the “administrative personnel and coaching teachers” and ”students’ parents” as the studying subjects, were investigated by using a self-developed questionnaire, with 888 surveys mailed,652 of which returned, and 73% being the rate of valid sampling. The statistic analyses were frequency distribution, percentage, mean, standard deviation, Chi-square test, one sample t-test, one-way ANOVA and Scheffé Post Hoc Multiple Comparisons. The results are summarized as follows: 1. It was best for school to start to arrange the vocational field practice for the junior grade students at the first semester; and it was appropriate for students to arrange the vocational field practice out of school 3 days per week. 2. It was most way to have students practice in generality and several separated vocational fields for special education program students’ vocational field practice. 3. The order of the top five jobs for vocational field practice were bakery, car washing, waiters and waiters in the restaurants, clerks in the convenient stores and wrapping workers. 4. The top three difficulties in vocational field practice were the difficulty in finding proper jobs to practice, being refused because of the degree of disability and incompetence. 5. The majority of the vocational school counselors were home-room teachers, vocational field practice teachers and teachers that teach in class. 6. The majority of the support needed for professional orientation was the supply of vocational field practice. 7. Vocational field practice from special classes of vocational schools was good. 8. Vocational guidance from special classes of vocational schools was good. 9. There were insignificant differences in the variables of teachers’ gender, academic degree, category, duty, specialized background, school area, school location, special classes seniority and install vocational guidance personnel on the vocational field practice from special classes of vocational schools. 10. There were insignificant differences in the variables of students’ parents gender, children category and initiation into handicap association on the vocational field practice from special classes of vocational schools. 11. There were insignificant differences in the variables of teachers’ gender, age and academic degree on the vocational guidance from special classes of vocational schools. 12. There were insignificant differences in the variables of students’ parents gender, children category and initiation into handicap association on the vocational guidance from special classes of vocational schools. Based upon the findings, the recommendations for the educational institutions, schools, teachers, students' parents and researches were proposed.
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Chiu, Chih-Hung, and 邱志鴻. "From vocational field practice to employment:Parent-teacher partnership supports students placed in special education class of vocational high school in employment transition." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76290104979178557613.
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碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
102
This research was based on the method of action. It was a process of the parent-teacher partnership to support students placed in special education class of vocational high school in employment transition.There were three students who would have difficulties in employment transition.The researcher and parents jointly developed cooperation programs to help them overcome their difficulties to complete internships, and enter job employment phase.The results of this study were as follows: First, before the employment transition, the teacher made partnership with parents and invited them to participate in cooperation to discuss goals and help students prepare for vocational field practice. Second, in the vocational field practice, the teacher and parents need to understand the circumstances of students in workplace and discuss to develop strategies helping students solving problems and complete internship. Third, the period of employment in the job, the teacher and parents to discuss employment for graduates, and linked resources of employment services in order to help students enter the workforce. Fourth, in the tracking period of reflection, the teacher and parents tracked the job employment status of students,and reflect the parent-teacher cooperation programs. At first,Teachers played a leading role to invite parents to participate in cooeration,and provide informations to assit them.In transition progress, the parents more actively involved in and became leading roles after graduation of students. In this study, the researcher gave teaching practice suggestions about roles of teachers, parents and students for helping students to join in employment transition smoothly. For future researches, it proposed to expand the study, multivariate research methods and enrich research content as a recommendation.
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Bonde, Cynthia L. "An interpretive study on the nature of experienced, vocational/technical college teachers' reflective practice." 1998. http://catalog.hathitrust.org/api/volumes/oclc/39303531.html.
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Huang, Yun-Qing, and 黃雲卿. "A study on probability problem-posing activities in vocational school: Development, practice, and reflection." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/w884ur.
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碩士國立中山大學
教育研究所
103
The main purpose of this research is to explore the implementation of probability problem-posing activities in vocational school. Curriculum based vocational school math book3 “problems on probabilities” . The method of posing problems is Leung’s “problem category”,and “solving method category”.The problems that the investigator provided in probability problem-posing activities were review amendment by three math expect teachers.Students initially solved the problems that the teacher provided, then taking this problem as the foundation, students posed another problems with the same solving method by themselves and solved the problems as well. The sample consisted of vocational school students in Kaohsiung. The goals of this research are five: first,development of probability problem-posing teaching material of vocational school; second, analyzing the categories of students’ work and the contents of posing problems that student created; third, investigating into the performance of problem solving; fourth, probing students’ opinions of problem-posing activities; fifth, discussion on teacher’s reflection after probability problem-posing activities .During this research, the researcher utilized a variety of ways to collect data, problem-posing worksheets, learning diaries,teacher’s journals, and audio tapes. The results of this research were five. First, probability is an ideal concept for developing problem-posing pedagogy in high school.Second,it showed that 96.6% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems.Third, 98% of student solved the posed problems successfully. Students’ performance at problem posing then solving stage was higher. Fourth, students expressed a liking of problem posing, they thought that the materials were interesting and showed promising study manner. Finally, teacher’s reflection indicate that students enjoy the activity and notice problem’s feasiblely and completeness.The above results yielded activities implications for teachers who consider integrating problem-posing teaching into mathematics activities in vocational school.
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WANG, JO CHUAN, and 王若權. "The reflections of roles and functions of the special educators in vocational senior high schools to stakeholders of the vocational field practice guidance." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/59493783160442189625.
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碩士國立彰化師範大學
復健諮商研究所
99
This research aims to discuss the reflection of the special educators in vocational senior high schools doing the vocational field practice guidance. From the special educators’ perspective to investigate roles and functions that the special educators in vocational senior high schools demonstrate during the vocational field practice guidance with teachers, workplace staff, coacher and parents. In addition, this research indicates the limitation and suggestion of the process. In this study, the researcher adapted qualitative method through semi-structured interview to interview three vocational senior high school special educators in Taiwan. The topics divided into four parts: 1. The operation of the vocational field practices; 2. The perspective of operated the resource of vocational field practice; 3. The reflection of the special educators’ roles and functions in vocational senior high schools; 4. The suggestion of the vocational field practice guidance. The tools of collection information relied mainly ‘individual information form’ and ‘the questionnaire of reflection of the special educators in vocational senior high schools how to reflect in terms of the vocational field practice guidance’ and some information during the interview. The research findings suggest: 1. The interviewees have considered the operation of the vocational field practice guidance in Taiwan should be improved effectively by smoothly progress, property evaluation and long term relationship. 2. The interviewees understood the significant roles and functions among teachers, workplace staff, coacher and parents during the vocational field practice guidance. At the same time, they have bonded a strong interacted relationship. 3. The interviewees thought that stakeholder should co-work effectively and play properly in their roles which are consultant, trainer, cooperator and supporter respectively. 4. The interviewees based on their practical work experience to propose further expectations from three different levels such as, structure, execution and resource in terms of suggested training outline, the system of vocational field practice guidance, allocates the manpower, implement training and arrange matchmaking. According to the finding, the researcher proposed some suggestions which are improving the knowledge of vocational field practice guidance, developing the cooperative relationship, encouraging member’s participation and integrating the communication channel between school and family. Additionally, Conclusions and recommendations are made for participates of vocational field practice guidance service, structure and further research.
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Chi, Tsung-Yu, and 紀宗佑. "The Study of Computer Software Practice Course Learning Behaviors of Student in Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/06536000671616415089.
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碩士朝陽科技大學
資訊管理系
104
In addition to providing students with professional education, the concept of technological and vocational education aims at driving students to fully pursue technical enhancement and explores employment inclinations through technical certification courses and license exams. During the three years of vocational high school, students hope to obtain computer software application licenses, which can be achieved by taking a practical course from a qualified teacher and by passing two stages of academic and technical testing for skills certification. During the learning process of the practical course, the learning behaviors that students display determine their learning results and deeply impact their success rates on the certification examinations. In addition, learning behavior also differs according to factors such as differences in students’ personal background, their department, and their parents’ views toward students taking skills certifications. In this study, we used the in-depth interview method of qualitative research and considered students from the data processing department, the applied foreign languages department, and the early childhood care department at M high school as study subjects. We analyzed the learning behaviors students display with regard to learning motivation, learning attitude, learning methods, learning habits, and learning environments, as well as the variations in their learning behavior under the influence of various different objective factors when taking practical computer application software courses. As a conclusion of this research, we proposed making practical and effective recommendations to students, teachers, school units, and parents to help students restore their active learning interest in the curriculum and to serve as a reference for teachers and organizers that carried out skill certification.
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Liao, Man-Li, and 廖滿麗. "Design and Practice of a Case Teaching in "Jewelry Design" of the Vocational Cosmetology Department." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/jw5h5v.
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碩士國立東華大學
課程設計與潛能開發學系
101
In the teaching of an accessory design course for the department of the vocat ional beaut ician high school , the generat ion of a design concept to learners is an abst ract concept. It is hard to put i t in words. In the process of construct ing the concept , by using the convent ional way of passing knowledge, learners usual ly feel at loss grabbing the abst ract idea as not being able to form an intel l igent representat ion to a design concept . Based on the observation, this study targets the senior students of the vocational beautician department, using "graphics" and "real works" as tools for the case study, through visualized training and leading students to develop "visual thinking" and "design thinking", through qualitative research to explore the development of the case studies betwiin teachers and students. Study shows using "graphics" and "real works" as case study resonates well with students. Through case study students learn "visual thinking" and through visual thinking design thinking, creativity and thought process form. At the operat ion stage, students cont inue the thinking process f rom case study discussions so they, through visual thinking, can observe and learn f rom the works of thei r peers whenever they get stuck and are will ing to help, trust and learn from each other. In addition, under-achieving students wil l no longer feel distant from the high-achieving students and, furthermore, they wi l l find a sense of belonging to the class. Besides discussing cases in the classroom of a vocat ional high school classroom has i ts dif ficulty. The key element to the case study teaching is the discussion on the cases so teachers have to respond to the progress of the teaching scenar io in order to conquer chal lenges and encourage the learners to ful ly express their thinking.
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Freeman, Sheryl Susan. "The intersection of policy and practice in one stand-alone vocational school: The ABC story." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442507&T=F.
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Ku, Hao-Han, and 古浩翰. "A Case Study of Electronic Teaching Materials Design on Drafting Practice in Vocational High Schools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/ns5j79.
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碩士國立臺北科技大學
技術及職業教育研究所
101
The main purposes of this study were 1) to explore the process of electronic teaching materials design on drafting practice in vocational high schools and also 2) to discuss teachers'' advices and their opinions after using them. A case study was adopted as the main research method, which includes interview and content analysis. At the beginning researcher designed and developed the electronic teaching materials by following the ADDIE model to combine 2D animation or 3D animation simulation and highly interactive functions into the electronic teaching materials. Five drafting department teachers were asked to use and test out the electronic teaching materials. Interviews were conducted to understand how the instructors felt about incorporating these electronic materials in drafting practice. The results were listed as follows: First, the teachers identified their needs when incorporating electronic teaching materials to include: The materials help (1) reduce their teaching preparation time; (2) easily motivates students; (3) and adjust teaching tempo. Second, the teachers indicate that the mostly used teaching components of electronic teaching materials were simulation and evaluation teaching components. Both components were combined with situational teaching method, lecture, and question and answer method and etc to assisted instruction through the process. Third, the teachers interact with student through the “electronic teaching materials” because (1) the simulation component allowed them to rehearse, and (2) the evaluation component attracted them. Fourth, the teachers thought that “electronic teaching materials” met the needs of their teaching. In addition, they suggest that “ppt teaching component” may be changed into 2D animation or lecture and attach a download area. Also change the UI into bright warm colors. Last but not least, the teachers held a positive attitude toward the “electronic teaching materials” and were willing to continue using them.