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Journal articles on the topic 'Vocational practice'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Whitelaw, Paul A., and Jeffrey Wrathall. "Developing practice oriented undergraduate courses in a quality framework." Quality Assurance in Education 23, no. 4 (September 7, 2015): 395–409. http://dx.doi.org/10.1108/qae-04-2015-0017.

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Purpose – The purpose of this paper is to reflect upon the stakeholder, scholarly, academic and jurisdictional influences on course development for a vocationally oriented bachelor’s degree. Design/methodology/approach – This paper takes the form of a case study. Findings – Vocationally oriented bachelor’s courses can be developed, especially when the developers focus on scholarly rigour while paying due heed to jurisdictional requirements as well as the needs of key stakeholders. Research limitations/implications – This case study is limited to a specialist vocational college in Australia. Practical implications – The paper provides a framework by which others can develop vocationally oriented bachelor’s degrees. Social implications – The study can provide impetus to the development of scholarly, and academically rigorous, yet industrially relevant vocational degrees. Originality/value – This is a relatively novel paper from a non-self accrediting higher education provider.

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2

Xu, Rong. "Exploration and Practice of Vocational College Students' Social Practice System Based on "Three Characteristics"." International Journal of Education and Humanities 4, no. 1 (August 17, 2022): 43–47. http://dx.doi.org/10.54097/ijeh.v4i1.1315.

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This paper expounded the important significance of the construction of vocational college social practice system to improve the employment quality of higher vocational graduates. After analyzing the problems existing in vocational college students' social practice, the "three characteristics" of vocational college social practice system, such as educative nature, professionalism, hierarchical characteristics etc, were explored. The measures to strengthen the construction of social practice system were also presented.

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3

Rochmadi, Sunar. "INDUSTRY PARTNERSHIPS LEARNING MODELS FOR SURVEYING AND MAPPING OF VOCATIONAL HIGH SCHOOLS." Jurnal Pendidikan Teknologi dan Kejuruan 23, no. 2 (September 11, 2016): 210. http://dx.doi.org/10.21831/jptk.v23i2.12304.

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This study aims to identify a learning involving the world of work, to formulate the learning model, and to evaluate the learning model. This study used a qualitative approach for design and development research, consisting of the development and validation steps. The study concludes as follows. (1) the learning through partnerships having been conducted in all vocational high schools were industrial practice and vocational practice examination. (2) the constraints of learning through partnerships were mainly the far distance and the industry schedules that did not always match with the school’s. (3) the model development could be done by improving the learning quality by industrial practices in the private companies and with adding the learning model by industry visits, guest teaching, and up-to-date technology training. (4) the implementation of the developed model showed the feasibility and the effectiveness to prepare the students with the competencies required by the world of work. (5) the learning models through partnerships that could be practiced were guest teaching, orientation for industrial practice, industrial practices, students’ industry visits, up-to-date technology training, and vocational practice examination.

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4

Day, Malcolm. "Putting vocational training into practice." Nursing Standard 9, no. 52 (September 20, 1995): 30–32. http://dx.doi.org/10.7748/ns.9.52.30.s33.

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5

Essex-Lopresti, Michael. "Vocational training for general practice." British Journal of General Practice 62, no. 605 (December 2012): 646. http://dx.doi.org/10.3399/bjgp12x659349.

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6

Field, S. "Vocational training for general practice." BMJ 321, no. 7259 (August 19, 2000): 2. http://dx.doi.org/10.1136/bmj.321.7259.s2-7259.

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7

Ward, D. M. B. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1534–35. http://dx.doi.org/10.1136/bmj.296.6635.1534-a.

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Sayer, C. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535.

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Morris, J., J. Godlee, and C. Donovan. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535-a.

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Sinson, J. D. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535-b.

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Wilson, D. G. "Vocational training in general practice." BMJ 296, no. 6635 (May 28, 1988): 1535. http://dx.doi.org/10.1136/bmj.296.6635.1535-c.

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12

Campkin, M., D. Grant, and H. Suckling. "Vocational training in general practice." BMJ 296, no. 6637 (June 11, 1988): 1674. http://dx.doi.org/10.1136/bmj.296.6637.1674.

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13

Sackin, P. "Vocational training in general practice." BMJ 297, no. 6640 (July 2, 1988): 67. http://dx.doi.org/10.1136/bmj.297.6640.67-b.

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14

Josse, S. E. "Vocational training in general practice." BMJ 297, no. 6641 (July 9, 1988): 134. http://dx.doi.org/10.1136/bmj.297.6641.134.

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15

Higgs, R. "Vocational training in general practice." BMJ 303, no. 6801 (August 31, 1991): 480–81. http://dx.doi.org/10.1136/bmj.303.6801.480.

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16

Heather, J. "Vocational training in general practice." BMJ 303, no. 6808 (October 19, 1991): 996. http://dx.doi.org/10.1136/bmj.303.6808.996-b.

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17

Nasmyth, D. G. "Vocational training in general practice." BMJ 301, no. 6748 (August 18, 1990): 389–90. http://dx.doi.org/10.1136/bmj.301.6748.389-d.

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18

Reeve, H. "Vocational training in general practice." BMJ 301, no. 6752 (September 22, 1990): 611. http://dx.doi.org/10.1136/bmj.301.6752.611-b.

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19

Skarpaas, Kaja Granum, and Kari Anne Rødnes. "Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms." Languages 7, no. 1 (March 1, 2022): 55. http://dx.doi.org/10.3390/languages7010055.

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This qualitative study investigates language teaching practices relating to L2 English vocabulary instruction in upper secondary school vocational classrooms in Norway. It builds on previous research describing technical vocabulary as an area of particular importance for vocational students’ English language development and relies on observation data from eight vocational classrooms. The study found that vocabulary work has a strong presence within vocational orientation (VO) instruction, across whole-class instruction, group or pair work, and individual work. Most target vocabulary could be classified as words relating to work practices and vocational content knowledge. Many instances of L1–L2 translation tasks were observed. Target words were not practiced across the four language skills and were rarely utilized in productive tasks. The study concludes that observed practices can be improved by prioritizing ways of combining target vocabulary with students’ language production and by including more opportunities to practice independent language strategies.

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20

Fielding, Alison, Dominica Moad, Amanda Tapley, Andrew Davey, Elizabeth Holliday, Jean Ball, Michael Bentley, et al. "Prevalence and associations of rural practice location in early-career general practitioners in Australia: a cross-sectional analysis." BMJ Open 12, no. 4 (April 2022): e058892. http://dx.doi.org/10.1136/bmjopen-2021-058892.

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ObjectivesTo: (1) establish the prevalence of urban, regional, rural and remote practice location of early-career general practitioners (GPs); and (2) examine demographic and training-related characteristics associated with working in regional, rural or remote areas post attainment of vocational general practice qualifications.DesignCross-sectional, questionnaire-based study, combined with contemporaneously collected data from participants’ prior vocational training.SettingAustralian general practice.ParticipantsNewly vocationally qualified GPs (ie, within 6 months–2 years post fellowship) who had completed vocational training with regional training organisations in New South Wales, Australian Capital Territory, eastern Victoria, and Tasmania between January 2016 and July 2018.Primary outcome measureRurality of post-fellowship practice location, as defined by Modified Monash Model (MMM) geographical classifications, based on current practice postcode. Prevalence of regional/rural/remote (‘rural’) practice was described using frequencies, and associations of rural practice were established using multivariable logistic regression, considering a range of demographic factors and training characteristics as independent variables.ResultsA total of 354 participants completed the questionnaire (response rate 28%) with 319 providing information for their current practice location. Of these, 100 (31.4%) reported currently practising in a rural area (MMM2-7). Factors most strongly associated with practising in a rural area included having undertaken vocational GP training in a rural location OR 16.0 (95% CI 6.79 to 37.9); p<0.001; and undertaking schooling in rural area prior to university OR 4.21 (1.98, 8.94); p<0.001.ConclusionsThe findings suggest that vocational training experience may have a role in rural general practice location post fellowship, attenuating the previously demonstrated ‘leakage’ from the rural practice pipeline.

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21

Watkins, C. Edward, Vicki L. Campbell, and Ron Nieberding. "The Practice of Vocational Assessment by Counseling Psychologists." Counseling Psychologist 22, no. 1 (January 1994): 115–28. http://dx.doi.org/10.1177/0011000094221008.

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One thousand American Psychological Association members who identified counseling as their psychology specialty were surveyed about their vocational assessment practices; 637 or 64% returned usable questionnaires. Some of the primary findings were as follows: (a) 56% of the respondents were engaged in providing vocational assessment services and spent about 8% of their professional time doing so; (b) vocational assessment services were provided by a moderate to relatively frequent number of practitioners across most considered work settings; (c) respondents most frequently recommended that graduate students in counseling psychology be trained in the Strong Interest Inventory (SI!); and (d) regardless of work setting, respondents most frequently used the SII, Self-Directed Search, and Kuder Occupational Interest Survey in their vocational assessment practice. The implications of the findings are briefly discussed, with particular mention being made about (a) the continued relevance of vocational assessment for counseling psychology practice, and (b) the continuing preeminence of the SII in contemporary vocational assessment.

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Sari, Vita Fitria, Mayar Afriyenti, and Ade Elsa Betavia. "Drill and Practice Sebagai Metode Pembelajaran Alternatif Untuk Mata Pelajaran Pratikum Akuntansi Manufaktur di Sekolah Menengah Kejuruan." Wahana Riset Akuntansi 7, no. 2 (December 9, 2019): 1541. http://dx.doi.org/10.24036/wra.v7i2.106937.

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This study aims to explain the readiness of teachers in teaching the subject of "manufacturing accounting practicum" in vocational high schools majoring in accounting and explaining whether drill and practice is a learning method that can be used for subjects "manufacturing accounting practices". The subject of "manufacturing accounting practicum" is a new subject taught in vocational high schools since the 2017 curriculum revision where the main competency expected from this subject is students being able to compile the financial statements of manufacturing companies. This research is classified as a descriptive study with participants as many as 35 accounting teachers in vocational high schools in West Sumatra. The results of this study indicate that the readiness of vocational high school accounting teachers in teaching manufacturing accounting practicum subjects is still limited. However, participants in this study believe that drill and practice learning is the right learning method for "manufacturing accounting practicum" subjects. Therefore there is no doubt making drill and practice as an alternative learning method for manufacturing accounting practicum subjects in vocational high schools.Keywords: drill and practice, learning method, manufacturing accounting practicum vocational teachers, vocational schools

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23

Grollmann, Philipp. "The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality." European Educational Research Journal 7, no. 4 (January 1, 2008): 535–47. http://dx.doi.org/10.2304/eerj.2008.7.4.535.

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What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change within vocational education are introduced. Most particularly here, the author focuses on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. In doing so, the author draws on some empirical exemplars. The author shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures. Finally, some conclusions are drawn as to what this implies for high-quality vocational teacher education and recruitment.

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24

Ratnata, I. W., Sumarto Sumarto, and A. Djohar. "PATTERN OF INDUSTRY PRACTICES IN EFFORTS TO PREPARE VOCATIONAL TEACHERS COMPETENCES IN ELECTRICAL SKILLS." Innovation of Vocational Technology Education 14, no. 2 (December 14, 2018): 76. http://dx.doi.org/10.17509/invotec.v14i2.14359.

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This research is based on by issues developing, that graduates of vocational teacher education have not yet had adequate vocational competence according to demand the world of work, primarily as vocational teachers in the field of electrical practices. Industry practice constitutes vehicle for students in order to have vocational competence according to the need the world of industry. This research using qualitative approach, in which data is collected from some industries in Bandung. It is found that patterns of industry practices done in the world of education have not yet run properly according to demand as vocational teacher even the world of work. Therefore through this research is drawn up the design of an patterns of industry practices that can maximize the activities of student for doing industry practice especially for electrical field. Conclusions, where pattern of industry practices using approaches the partnership cooperation with involving government, the world of industry, and university, can run properly and students have good skills and competence according to their field of electrical skills.

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Nguyen, Dinh Trung, Thu Huong Do, Tran Ngoc Huy Dinh, Van Quyet Luu, Thi Huyen Trang Pham, and Thi Hue Ly. "Discussion on improvement of training quality and using English for Math — Applied Economics — International Relation — History Education for students following career path linkage." OOO "Zhurnal "Voprosy Istorii" 2022, no. 3-2 (March 1, 2022): 260–78. http://dx.doi.org/10.31166/voprosyistorii202203statyi51.

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The study purpose is to analyze real situation and propose solutions to strengthen the connection between advanced math - math for applied economics - international relation and history and the practice of vocational training for students of Vietnam universities, which students can apply mathematics and esp. using English to various practices: not only in the internal practice of advanced math, but more importantly in the practice of other basic subjects such as applied economics, and especially to solve the problems posed in the practice of vocational training for students.

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Ab Latif, Nur Asyikin, and Mohamed Yusoff Mohd Nor. "CONTINUOUS QUALITY IMPROVEMENT (CQI) PRACTICE IN VOCATIONAL COLLEGES." International Journal of Modern Education 3, no. 8 (March 15, 2021): 211–25. http://dx.doi.org/10.35631/ijmoe.380017.

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Continuous quality improvement (CQI) is an important element in quality management. This is because CQI is a key factor in improving the quality of education and ensuring that improvements in teaching and learning activities are continuously implemented. The implementation of CQI in Vocational Colleges (VCs) is increasingly being carried out in line with the application of the outcome-based learning (OBE) approach. However, reports from the board of accreditation showed differences in CQI practices for several programs under the same institution. Thus, this study can give a clear picture of CQI practice in VCs. This study was conducted to identify CQI practices in VCs and make comparisons of practice based on demographic factors namely gender, age, and teaching field. This survey-based study used questionnaires as a research instrument. The respondents of the study consisted of 87 VCs lecturers in the states of Selangor and Kuala Lumpur. Descriptive and inferential statistical analysis was used to attain the practice level and make comparisons on demographic factors. The findings of the study found that the practice of CQI in VCs was at a high level. However, there were significant differences based on demographic factors for the age group in the dimensions of customer focus and teamwork. This study could provide input to the Vocational Educational and Training Department (BPLTV) on the practice of CQI in VCs. With this input, actions and improvement measures can be planned and implemented to improve VCs. Therefore, it is hoped that this study could be a platform for improvement in VCs quality management.

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Isa, Rosidi Fahlid Mohd. "TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET): TEMPAT ASAS PEMBINAAN BUDAYA KESELAMATAN DI MALAYSIA." Journal of Vocational Education Studies 2, no. 2 (January 30, 2020): 101. http://dx.doi.org/10.12928/joves.v2i2.1205.

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The purpose of this study was to evaluate occupational safety and health practices among students and lecturers of the Technical Education and Vocational Training Institute (TVET) in Malaysia from the point of view of safety practice, implementation level, compliance and cultural level of occupational safety and health practices. The methodology used in this study uses a quantitative approach. The study was carried out in two parts, Part A was about the personal information of the respondents and Part B was the survey using a questionnaire with respondents from several Technical Education and Vocational Training institutes (TVET) such as Vocational College (KV), Industrial Training Institute (ILP) , National Youth Skills Institute (IKBN) and Mara Skills Institute (IKM). Descriptive statistics tests used to describe occupational safety and health practices, levels of occupational safety and health, occupational safety and health compliance and occupational safety and health culture, found that they applied high level of practice, safety implementation. This means that almost all students and faculty agree that compliance with occupational safety and health practices is of utmost importance and practiced. From this culture of safety practices will create a safe work culture, which will indirectly create a safety culture. An organization that provides a safe environment will benefit workers in their work activities

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Carey, Teresa, John Owens, Pauline Mulligan, and Damien Moran. "An analysis of general practice referral behaviour to psychiatric out-patient clinics." Irish Journal of Psychological Medicine 11, no. 4 (December 1994): 177–79. http://dx.doi.org/10.1017/s0790966700001762.

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AbstractObjective: The objective of this study was to analyse general practice referrals to psychiatric out-patient clinics and their relation to practice and patient variables.Method: Retrospective analysis of new episode attendances at out-patient services over a three year period was undertaken. Referring practices were examined for referral rates, single or group practice and the presence of Vocational/Psychiatric training within the practice.Results: Referral rates were similar to national rates, but were lower than other jurisdictions. There was a tendency for group practices to have lower referral rates.Conclusions: There was considerable difference between practices in referral rates. These differences were significantly related to GP vocational training.

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Liu, William Ming, and Saba Rasheed Ali. "Addressing Social Class and Classism in Vocational Theory and Practice." Counseling Psychologist 33, no. 2 (March 2005): 189–96. http://dx.doi.org/10.1177/0011000004272269.

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The emancipatory communitarian approach to vocational development is congruent with previous calls to counseling psychologists to be oriented to social justice in their research and practice. However, even in the current emancipatory communitarian approach, an implicit upward mobility bias favors some vocations. To help understand how to better apply the emancipatory communitarian approach, a social class and classism framework is incorporated to explore how upward mobility bias distorts and ignores negative aspects of higher status and higher prestige jobs and does not recognize potential positive aspects of lower status and working-class jobs.

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Sun, Kaijin. "Action-oriented Practice and Students' Vocational Competence Development in Higher Vocational Education." Journal of Higher Education Research 3, no. 6 (December 13, 2022): 438. http://dx.doi.org/10.32629/jher.v3i6.1077.

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Higher vocational education has made certain achievements in the process of development in China, but it has been lagging behind in the practical application of action-oriented teaching mode. Due to the influence of traditional concept and financial factors, the practical courses cannot meet the demand of society for talents training, students lack of social experience and innovation ability, and the level of hands-on skills is not high, which leads to the low attention of higher vocational institutions to this specialty, the scale of operation is small and does not pay attention to the effectiveness. At the same time, schools do not have enough funds to support practical education, resulting in insufficient experimental facilities, rudimentary equipment and lack of teaching resources, which seriously restrict the development of higher vocational education. The development of higher vocational education is seriously restricted by the lack of teaching resources. Combined with the actual needs of China's higher vocational institutions, this paper puts forward the teaching idea of action-oriented and students' vocational ability cultivation, which has a better guiding function. Therefore, higher vocational institutions should combine the new requirements of students' vocational ability in the new era, explore the action-oriented classroom, improve the vocational education and training system with the joint participation of schools and enterprises, clarify the problems of vocational ability cultivation and employment of higher vocational students, so as to put forward scientific and reasonable countermeasures, which can meet the needs of higher vocational students' vocational ability improvement and also enhance their employment success rate.

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Kristianto, Adi, Ade Iriani, and Wasitohadi Wasitohadi. "THE FIELD PRACTICE EVALUATION OF MAGELANG CHRISTIAN 2 VOCATIONAL SCHOOL." Jurnal Ilmu Sosial dan Humaniora 8, no. 1 (October 15, 2019): 1. http://dx.doi.org/10.23887/jish-undiksha.v8i1.21347.

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This study aims to evaluate the field work practice program (PKL) at the Christian Vocational High School 2 Magelang. This research is qualitative evaluative research, the technique of data collection is done by: observation, interview and documentation, this research uses the CIPP model (context, input, process, product). The results of the study are: (a) aspects of the context: this field work practice program is needed by students of the Christian 2 Vocational School of Magelang, the quality of students is very necessary. One way to improve the quality and achievement of students is through the PKL program; (b) input aspects: supporters of the PKL program are with implementation plans, schedules, implementation mechanisms, teachers, staff, funding, facilities and infrastructure both in schools and in the industrial world; (c) process aspects: Magelang 2 Christian Vocational School implements PKL programs in accordance with the regulations of the Directorate of Vocational High Schools. Where the process of implementing PKL program must be carried out well and involve students participating in PKL, schools and the industrial world as a place to carry out PKL; (d) product aspects: the field work practice program at Magelang Christian Vocational High School 2 Magelang proved to be useful for improving students skills and achievements.Keywords: program evaluation, field work practices (PKL), CIPP.

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Bergsli, Oddhild Peggy. "Flerkulturalitet i opplæring av helsefagarbeidere." Nordic Journal of Vocational Education and Training 12, no. 2 (August 10, 2022): 75–97. http://dx.doi.org/10.3384/njvet.2242-458x.2212275.

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This study will focus on multicultural competence as a topic in vocational training of health care workers in upper secondary school in Norway. The research question is: How do vocational teachers practice multiculturalism in health care worker vocational education? According to OECD, multiculturalism is one of the core competencies of the 21st century. The need of healthcare professionals with expertise in multicultural sensitivity and health-communication will increase in the years ahead because this competence is essential for a good and caring professional health care. The theoretical perspective is related to a theoretical conceptual understanding of multicultural competence and to vocational didactic perspectives on health care worker vocational training. The data collection is based on semi-structured interviews with vocational teachers. The key findings show that multicultural issues are rarely highlighted in education and that multicultural topics are rarely linked to vocationally relevant professional tasks. Topics as health-communication and diet were poorly elucidated from a multicultural perspective. There will be a need to implement various occupationally relevant multicultural issues in health worker vocational training to prepared for the multicultural professional life.

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33

White, Antony R. "Characteristics of Three Consumer Cohorts in Vocational Rehabilitation: A Comparison of Consumers with Dual-Diagnosis, Psychiatric, or Substance Use Related Disorders." Journal of Applied Rehabilitation Counseling 42, no. 1 (March 1, 2011): 15–24. http://dx.doi.org/10.1891/0047-2220.42.1.15.

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Longitudinal data were analyzed to evaluate prevalence, client demographics, services utilized, and vocational outcomes for persons with co-occurring substance use and psychiatric disorders within the state-federal vocational rehabilitation (VR) services system. Findings indicate that clients with dual-diagnoses were equally likely to complete vocational services, tended to utilize similar types of services, and had similar service outcomes compared to clients with either a substance use or psychiatric diagnosis. However, the results also suggest possible disparities in the types of services utilized by VR clients with mental health or substance use disorders. Additionally, the findings suggest that procedures related to client assessment as currently practiced within the public rehabilitation services sector underestimate the prevalence of clients with dual-diagnosis. Vocational rehabilitation best practice strategies that include targeted client assessment practices to screen for dual-diagnosis as an element of comprehensive services are discussed.

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Strong, Susan, Sue Baptiste, and Penny Salvatori. "Learning from Today's Clinicians in Vocational Practice to Educate Tomorrow's Therapists." Canadian Journal of Occupational Therapy 70, no. 1 (February 2003): 11–20. http://dx.doi.org/10.1177/000841740307000103.

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Background. In response to the demand for therapists and changes in vocational practice, a needs assessment was conducted to update an occupational therapy educational program. Method. Employing focus groups, interviews and questionnaires, 66 therapists from a wide range of graduating institutions working in vocational practice were asked to: a) identify the essential knowledge, skills and professional behaviours required for vocational practice; b) determine to what extent training is preparing students for vocational practice; and c) make recommendations for curriculum revision and/or for additional curriculum development. Participants and their jobs were profiled together with the challenges and issues of vocational practice. Results. There was strong agreement among participants regarding what is required to practice effectively but disparate views concerning the extent they were prepared for practice. Clinical Implications. Recommendations were given for entry and postgraduate level curricula. Findings were compared to a past community practice survey. Implications for practicums, professional integrity and ethical issues were discussed.

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Couch, Tyler J. "A Re-enchanted Response to a Communal Call: Toward a Christian Understanding of Medicine as Vocation." Christian bioethics: Non-Ecumenical Studies in Medical Morality 25, no. 3 (November 5, 2019): 331–52. http://dx.doi.org/10.1093/cb/cbz008.

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Abstract Modern concepts of vocation often refer to some ambiguous understanding of personal occupation or religious life. These interpretations appear to be in tension with the Christian understanding of vocation as the call of God given to a community to a certain way of living. Christian physicians live into this communal vocation when they remain present to the suffering as a sign of God’s faithfulness. This vocational practice of medicine is threatened by a distorted understanding of the body that stems from what Max Weber called the “disenchantment” of the world. By bringing an understanding of the medicine that stems from Weber’s disenchantment into conversation with the language and beliefs of the church, this essay will seek to explore practices that might serve to re-enchant an understanding of the body and the practice of medicine as a form of Christian vocation.

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Vander Kolk, Charles J. "Future Methods and Practice in Vocational Assessment." Journal of Applied Rehabilitation Counseling 26, no. 2 (June 1, 1995): 45–50. http://dx.doi.org/10.1891/0047-2220.26.2.45.

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Advances in vocational assessment will be largely driven by changes in technology, the workplace, and society. These changes and their impact on vocational rehabilitation, are presented. Counselors are given ways to prepare for advancements invocational assessment. Practical examples and specific illustrations of expected changes in assessment are found throughout the paper.

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Billett, Stephen. "Vocational Curriculum and Pedagogy: An Activity Theory Perspective." European Educational Research Journal 2, no. 1 (March 2003): 6–21. http://dx.doi.org/10.2304/eerj.2003.2.1.11.

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This article advances a scheme that proposes how curriculum goals and content might be conceptualised for vocational education. The scheme is founded in socio-historical activity theory. An account of the social sources of vocational knowledge (sociogeneses) comprising history, culture and situation is discussed to illuminate how both the canonical requirements of vocational practice and its manifestations in actual practice need to be accounted for in curriculum goals and content. Currently, curriculum frameworks for vocational programmes focus on the sociocultural level of practice (e.g. national competencies, national skills standards). Yet, these fail to account for the actual manifestations and requirements of the vocational practice and how judgements are made about performance. An emphasis on practice as a basis for considering curriculum goals and developing adaptable outcomes is proposed.

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Fayazova, Fazilat. "Methodology Of Vocational Training And Pedagogical Practice As The Main Factors In The Preparation Of A Future Teacher Of Vocational Training." American Journal of Social Science and Education Innovations 03, no. 03 (March 7, 2021): 27–31. http://dx.doi.org/10.37547/tajssei/volume03issue03-04.

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The question of professional preparation of future specialists and their professional preparation opens up in this article. Pedagogical practice as basic factor of forming of future teacher of trade education. And also value of object "methodology of the vocational training" in forming of specialist, and also in passing of pedagogical practice in the field of trade education.

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Santos, Isabel, and Vitor Ramos. "General practice vocational trainers in Europe — an overview." European Journal of General Practice 1, no. 2 (January 1995): 71–74. http://dx.doi.org/10.3109/13814789509160765.

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Zhao, Yu Qing, Zhi Yi Huo, and Qian Wang. "Creating New Development through Technology Service Platform Provided by Higher Vocational Colleges." Advanced Materials Research 971-973 (June 2014): 2549–52. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2549.

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As a major part of higher education, higher vocational education shoulders the responsibility to cultivate skilled and qualified talents. However, due to some disadvantageous factors, higher vocation education encounters problems. In this paper we focused on exploring its new development. We suggest higher vocational colleges should establish related department to offer technology services for the society, thus to improve and perfect its teaching method and management concept, at the same time, to provide more opportunities for teachers to participate in research and practice.

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Kidd, Michael R. "Is general practice vocational training at risk?" Medical Journal of Australia 179, no. 1 (July 2003): 16–17. http://dx.doi.org/10.5694/j.1326-5377.2003.tb05407.x.

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Boffa, Umberto. "Is general practice vocational training at risk?" Medical Journal of Australia 179, no. 9 (November 2003): 508. http://dx.doi.org/10.5694/j.1326-5377.2003.tb05658.x.

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Flynn, J. "Vocational Training in Community Law and Practice." Yearbook of European Law 8, no. 1 (January 1, 1988): 59–85. http://dx.doi.org/10.1093/yel/8.1.59.

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Chen, Charles P. "Enhancing Vocational Psychology Practice through Narrative Inquiry." Australian Journal of Career Development 11, no. 1 (April 2002): 14–21. http://dx.doi.org/10.1177/103841620201100105.

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Billett, Stephen. "Knowing in practice: re-conceptualising vocational expertise." Learning and Instruction 11, no. 6 (December 2001): 431–52. http://dx.doi.org/10.1016/s0959-4752(00)00040-2.

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Smirnova, Zh V., O. I. Vaganova, D. A. Loshkareva, E. A. Konyaeva, and M. N. Gladkova. "Practice-oriented approach implementation in vocational education." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012003. http://dx.doi.org/10.1088/1757-899x/483/1/012003.

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Levinson, Edward M. "Correlates of vocational practice among school psychologists." Psychology in the Schools 25, no. 3 (July 1988): 297–305. http://dx.doi.org/10.1002/1520-6807(198807)25:3<297::aid-pits2310250311>3.0.co;2-k.

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Gottfredson, Gary D. "Fostering the Scientific Practice of Vocational Psychology." Journal of Vocational Behavior 59, no. 2 (October 2001): 192–202. http://dx.doi.org/10.1006/jvbe.2001.1825.

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Johansson, Martina Wyszynska, Ellinor Dyne, and Susanne Gustavsson. "”Men nu fick man planera om och i den planeringen fick jag vara med!” Verksamhetsförlagt lärande i yrkeslärarutbildningen när undervisningen går över till distans." Nordic Journal of Vocational Education and Training 11, no. 3 (December 9, 2021): 88–110. http://dx.doi.org/10.3384/njvet.2242-458x.2111388.

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The article explores the effects of the transition to distance education due to the Covid19 pandemic on vocational teacher students’ workplace-based learning in a vocational teacher programme. Two practices are explored, that is, the instruction practices by prospective teachers and supervision. The theory of practice architecture is used to explain how the two practices interplay with one another in the common project of learning to become a vocational teacher. A web survey is utilised to gain both the students’ and the supervisors’ experiences. The main findings are 1) re-definition of pupil participation and activity as a touching base for supervision, and 2) expanded notion of supervision grounded in a more equal and complementary relationship between the student and the teacher supervisor. A call for an updated in-service supervision training as part of the vocational teacher programme and to strengthen vocational teacher education as a whole is put forth.

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Kong, Shan. "Community of Practice: An Effective Way to ESL Teacher Professional Development in Vocational Colleges." English Language Teaching 11, no. 7 (June 23, 2018): 158. http://dx.doi.org/10.5539/elt.v11n7p158.

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Teacher professional development is essential to English teaching reform in vocational colleges. Community of practice presents a new way for professional development of ESL teachers in vocational colleges in China. This paper introduces and discusses the process of creating and exploring ESL teacher community of practice in a vocational college. And it points out that teacher community of practice is an effective way to teacher professional development.

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