It is argued that the use of high-fidelity simulators is educationally effective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers' work situations. This raises questions as to whether teachers' professional bodies are a…

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the…

Providing instructional explanations is a central skill of teachers. Using interactive simulations, we examined the explaining skills of 48 prospective teachers attending a teacher education program for accounting in vocational schools in Germany. We used a performance-based assessment that relies on explanatory quality as an indicator of teacher…

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored…

This paper explores the role of the lived body in maritime professional training. By focusing on how instructors include students' subjective experiencing bodies as an educational resource and context for directives and demonstrations, the study aims at informing training of professionals for survival in emergency situations onboard ships. Drawing…

Visual expertise is a fundamental proficiency in many vocations and many questions have risen on the topic, with studies looking at experts and novices differences' in observation (e.g., radiologists) or at ways to help novices achieve visual expertise (e.g., through annotations). However, most of these studies focus on white-collar professions…

Examining learning in work-integrated learning (WIL) courses is complex. WIL traverses work and university spaces, which can be challenging for the way student learning is conceived, planned, supported, assessed and reported. This study strengthens our understanding of how students learn on placement by going directly to the source and observing…

Our study aims to develop and validate a multidimensional Innovative Work Behaviour instrument to measure teachers IWB. Current IWB conceptualizations and operationalizations need further attention. Existing measurements miss empirical evidence of the construct validity and moreover do not include a sustainability dimension. Based on a thorough…

Teaching approaches have been shown to be an important aspect of teaching in school or higher education. Although differing approaches to teaching may play a role in the outcome of professional trainings, they have not yet been further studied in this context. It is first necessary to determine whether the existing approaches to teaching construct…

A lack of alignment between professional practice and education has triggered the move to alternative educational models, often with detailed scripts and templates to be followed. Among these are variants of problem/case-based models, where learners are challenged to achieve professionally desired learning outcomes and acquire knowledge and skills…

The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme…

The integrative learning of theory and practice has been widely recognised as a cornerstone of today's technical vocational education and training (T-VET). Considerable uncertainty persists regarding how to construe such integrative learning, let alone regarding how it proceeds or what it generates. This article reports an in-depth qualitative…

A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the…

Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students' own storytelling practices for sensemaking of work experience. This study set out to examine…

In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with…