VETNET ECER Proceedings VOL II – Hamburg DE 2019

Stalder, B. E. & Nägele, C. (Eds.) (2019). Trends in vocational education and training research, Vol. II. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET).

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Aiming to increase the visibility and impact of VET research within the research community and towards different stakeholders, VETNET has successfully started to publish a series of proceedings at ECER 2018, which isavailable online and as a printed version. The 2019 edition is the second volume on Trends in vocational education and training research. It includes more than 50 papers that illustrate and discuss planned, ongoing and finalised research, undertaken by early career to experienced researchers from Europe and overseas. It links up to other VETNET publications, such as the proceedings of the Crossing Boundaries conference in Valencia (edited by Fernando Marhuenda and María José Chisvert-Tarazon) and its predecessors in Rostock and Bremen, as well as the publications series Emergent Issues in Research on Vocational Education and Training from  the Stockholm International conference (edited by Lázaro Moreno Herrera and Marianne Teräs). Papers included in the 2019 VETNET proceedings are based on double-blind peer-reviewed abstracts that were accepted for presentation at the European Conference on Educational Research ECER in Hamburg.

Professor Dr Barbara E. Stalder, VETNET chair / link convenor
Bern University of Teacher Education

Dr Christof Nägele, VETNET chair / link convenor
University of Applied Sciences and Arts Northwestern Switzerland, School of Education

Single Papers

Aarkrog, V., & Wahlgren, B. (2019). Teacher training through research circles.

Ahrens, D. (2019). Social skills do not develop en passant! The promotion of social competence in apprenticeship.  

Arkenback, C. (2019). Work-based learning in a digitalised retail checkout practice through the lens of the theory of practice architectures.

Atkins, L., Esmond, B., & Suart, R. (2019). The role of education and training in the development of technical elites: Work experience and vulnerability.

Atkins, L., & Misselke, L. (2019). Pride and prospects: The impact of the implementation of a more socially just vocational curriculum at lower levels.

Attwell, G., & Gerrard, A. (2019). The training and professional development of teachers in use of digital technologies in vocational education and training.

Avis, J. (2019). Industrie 4.0: Implications for VET across the lifespan.

Haybi Barak, M., & Shoshana, A. (2019). Critical analysis of vocational education policy in Israel.

Baumeler, C., Engelage, S., & Strebel, A. (2019). The resilience of occupations in occupational fields: Disruption and reinstitutionalisation of the piano makers’ occupation.

Benedek, A., & Molnár, G. (2019). New methodical approach to the VET teachers’ training.

Benke, M. (2019). Vocational education and training, the contested partner in innovation projects: Questions and remarks.

Biasin, C., & Evans, K. (2019). Learning lives in retrospect: What the narratives of middle-aged women in Italy and UK reveal about work, family and learning. 

Casper, M., Ausdörfer, A., & Benton, M. H. (2019). Thinking, acting, learning: Promoting quality education with the “Hamburg Model of Teaching Practice and Learning Practice”. Evaluation Survey.

Deitmer, L. (2019). Professional development in the use of technology for teaching and learning in the construction sector.

Dif, M. (2019). On the inclusive performance of apprentiveship within the French VET system and the current reform of its governance and related institutional setting.

Duch, H., & Andreasen, K. (2019). How to meet the challenges of recent changes in Danish VET? Professional learning communities as an approach to supporting teachers’ implementation of changes in Danish VET.

Eickemeier, M.-L., Frenz, M., & Handl, F. (2019). Qualifying vocational trainers in the metal and electrical industry for digital transformation.

Esmond, B. (2019). ‘Bridging’ the gap between VET and higher education: Permeability or perpetuation?

Getz, L., Langenkamp, K., Rödel, B., Taufenbach, K., & Weiland, M. (2019). Open access in vocational education and training research: A research project at BIBB.

Goppold, M., Handl, F., & Frenz, M. (2019). Acceptance of a tutorial-creating authoring system for work-based learning in industrial manual assembly.

Gössling, B., & Emmler, T. (2019). Adapting apprenticeships to the digital transformation of education and work from the perspective of in-company trainers.

Heinemann, L., & Deitmer, L. (2019). New forms of learning and teaching and organisational change – a case study at the building industry.

Kersh, N., Toiviainen, H., Tacchi, J., Huegler, N., Laczik, A., Kuusipalo, P., . . . Pitkänen, P. (2019). Overcoming vulnerability and enhancing social cohesion through inclusion, communication and active citizenship in the context of adult education and VET: A symposium.

Kämäräinen, P., Gerrard, A., & Müller, W. (2019). Strategies and training models for promoting digital competences in the field of vocational education and training – Reflections on policies, conceptual frameworks and innovation projects.

Kamm, C. (2019). The perception of subjective vocational success of young adults with prolonged transitions in Switzerland.

Kamp, A., & Milke, M. (2019). Times of change in the engineering industry: Practising engineers, undergraduate students and mentoring.

Ketelaar, E., Smulders, H., & Wagemakers, S. (2019). Excellence in creative-technical upper secondary VET: Characteristics of excelling students.

Koenig, T. L., & Nardi, P. (2019). VET for inclusion and identity development: The Cometa approach with young migrants.

Konidari, V. (2019). Repositioning policy making: The clash between policy makers and the field.

Leino, M. (2019). After university to vocational school.

Li, J., & Pilz, M. (2019). Convergence in VET caused by technical and regulative standardisation: A comparative study in aircraft apprenticeships in England and Germany.

Lizandra, J., Ros, A., Suárez, C., & Marhuenda, F. (2019). Digital competence of VET teachers: Illustrations from non-technological professions.

Lüthi, F., & Stalder, B. E. (2019). Who stays – who moves? How core self-evaluations are linked to changing resources in the workplace and school.

Martínez-Serrano, M.-E., Pérez-Herrero, M.-d.-H., & Gurguera, J.-L. (2019). Life project clarity in vulnerable adolescents.

Marcone, V. M. (2019). Understanding learners’ conceptions of work-based learning pathways to design effective curricula.

Martins, R., Degen, D., & Gut, J. (2019). Innovation transfer in vocational and educational training (VET) system Switzerland.

Milolaza, A., & Mottweiler, H. (2019). Typical career pathways of academically and vocationally qualified employees – competition and/or complementarity?

Milovanovitch, M. (2019). Reforming VET in Eastern Europe, Central Asia, Northern Africa and the Middle East: Patterns of risks and reform implementation.

Moodie, G. (2019). The source of vocational education’s systematic procedural knowledge.

Moodie, G., Lavigne, E., & Wheelahan, L. (2019). The influence of occupational structure on transfer from college to university programs in selected fields in a liberal market economy.

Moso-Díez, M. (2019). EU research and innovation policy and VET: Concepts, development and challenges.

Moso-Díez, M., Atwell, G., Gessler, M., Nägele, C., & Nardi, P. (2019). VET and regional smart specialisation strategies: A comparative approach. A panel discussion.

Peters, S., Gessler, M., & Kühn, K. (2019). Private and public business models in internationalization of VET.

Saniter, A., & Jiménez, L. (2019). Towards excellence in engineering curricula for dual education.

Sarıkaya Erdem, Y., & Yıldırım, A. (2019). Effective teaching and learning at vocational education at tertiary level: A qualitative study of administrators’, teachers’ and students’ perceptions.

Schall, M., & Siemer, C. (2019). Logistics in digitalisation and human factors – Digital learning as key factor to positioning in a digital change.

Johansen, G., Solli, K., & Dyrnes, E. M. (2019). Exploring knowledge practices in a building and construction program.

Torlone, F., & Moklósi, M. (2019). Transformative learning in correctional settings for diversity management.

Tūtlys, V., Gedvilienė, G., Saniter, A., Klein, I., Tacconi, G., & Perrini, M. (2019). Development of teaching competences of VET teachers and trainers in Germany, Italy and Lithuania.

Vaitkute, L., Perini, M., Tacconi, G. (2019). Implications of competence/learning outcomes-based VET curriculum reforms for the vocational teachers and trainers in Italy and Lithuania.

Valiente, O., & Capsada-Musench, Q. (2019). Sub-National variation of skill formation regimes: A comparative analysis of skill mismatch across 18 European regions.

Virgos-Sánchez, M., Pérez-Herrero, M.-d.-H.,& Burguera, J.-L. (2019). Coordination between secondary educational center and company in dual vocational training. Opinions of students and academic business tutors.

Wahlgren, B., & Aarkrog, V. (2019). Developing a culture for change in VET.

Wheelahan, L., Moodie, G, Lavigne, E., Mou, Samji, F., & Lindsay, C. (2019). Theorising the role of public vocational education institutions using the capabilities approach.