Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway

Empirical Research in Vocational Education and Training

Research

Evi Schmid¹  Christiane Lingås Haukedal¹ 

[1] Department of Vocational Teacher Education, Oslo Metropolitan University, Pb. 4 St. Olavs Plass, 0130, Oslo, Norway;

关键词: Apprenticeship;    Dropout;    Resilience;    Goal orientation;    Self-efficacy;    Self-regulated learning;   

DOI  :  10.1186/s40461-022-00139-1

 received in 2022-05-18, accepted in 2022-11-21,  发布年份 2022

来源: Springer

【 摘 要 】

Drawing on the literature on resilience in education, this article explores personal characteristics, abilities and behaviours that enable vulnerable students and apprentices to succeed in education and training. Despite high dropout rates in vocational education and training (VET) in most countries, little research on resilience in vocational contexts exists, and there is no general understanding or conceptualisation of resilience in VET. The study is based on qualitative interviews with eight adolescents from lower socioeconomic backgrounds who were identified as being at risk of not completing upper secondary education. The adolescents were interviewed the first time during the school-based part of their education (year 2) and the second time during apprenticeship training (year 4). Our findings show that commitment to learning and perseverance, self-regulated learning, goal orientation, self-efficacy and help-seeking are important resilience promoting factors in a vocational context that may serve to enhance resilience among students and apprentices in VET. The study discusses the role of learning environments in school and in the workplace in resilience in VET.

【 授权许可】

CC BY   
© The Author(s) 2022