REPO PHBern
Not a member yet
4109 research outputs found
Sort by
Job resources and career success of IVET graduates in Switzerland: a different approach to exploring the standing of VET
No full textAccording to common indicators such as the prestige of vocational education and training (VET), enrolment rates in initial VET (IVET) programmes, or the involvement of private partners, the Swiss VET system enjoys a high standing. In this paper, we took a different approach and examined the effects of educational resources (educational degree) and personal resources (core self-evaluations, CSE) on graduates’ job resources (learning opportunities, job control, social relations) and career success (career satisfaction, salary). The study included 1507 persons who were allocated to three groups: 1) IVET graduates without higher education degrees (N = 585), 2) IVET graduates with a higher education degree (N = 395), and 3) graduates from general education with a university degree (N = 527). We found that IVET graduates who did not pursue any higher education had fewer learning opportunities in their jobs and lower salaries than university graduates. The job resources and salary levels of IVET graduates with a higher education degree only differed a little from those of university graduates. Higher levels of CSE were related to more job resources, higher salaries and greater career satisfaction. The study underscores the importance of fostering employees’ personal resources and providing learning opportunities to all workers independent of the level of education
The Linkage of Research and Writing Competence in Teacher Education
No full textThe teaching of both research and writing skills is of central importance for the training of prospective teachers at Swiss universities. Research skills are a vital prerequisite for teachers to be able to better assess their own teaching techniques. Furthermore, teachers must also possess double literacy: Firstly, teachers practice a profession involving intensive writing, since they not only write in the context of teaching but also, for example, in cooperation with parents. Secondly, they must be able to teach writing regardless of the subject they teach. Research skills and writing skills are interdependent in some ways. For example, when students write their Master’s thesis, they need both skills. Therefore, it makes sense to foster both competences simultaneously. Based on the knowledge integration approach, the present chapter shows how, within the framework of teacher training at secondary level 1 at a University of Teacher Education, a teaching method was created to simultaneously and gradually develop research and writing skills. The study area “Research, Development, Evaluation” comprises four modules and ends with the writing of the Master’s thesis (Module 4). In the first module, the students’ performance skills are promoted and confidence in written expression is acquired. In the second module students learn how to write a scientific paper. The module includes, inter alia, quantitative and qualitative research methods. In the third module, the acquired competences are deepened and consolidated through an internship. In the sense of a good-practice example, the present chapter focuses on the seminar “Research, Development, Evaluation: Fundamentals 1” (Module 2). The present chapter shows how the seminar is structured and how this method simultaneously improves research and writing skills
