Analysing student satisfaction with teaching strategies in vocational education
Noguera, Ingrid (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)
Quesada Pallarès, Carla (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Sepúlveda-Parrini, Paloma (Universitat Autònoma de Barcelona. Departament de Teories de l'Educació i Pedagogia Social)

Data:	2024
Resum:	Purpose: Pedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET. Design/methodology/approach: A quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below. Findings: The findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does. Research limitations/implications: The limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET. Originality/value: Literature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.
Ajuts:	Ministerio de Ciencia e Innovación PID2020-112842RB-100
Nota:	Altres ajuts: acords transformatius de la UAB
Nota:	The authors would like to thank the Catalan Department of Education for its support.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Teaching strategies ; VET ; Digital technologies ; Student satisfaction
Publicat a:	Education + training, Vol. 66, Núm. 10 (2024) , p. 75-90, ISSN 1758-6127

DOI: 10.1108/ET-02-2023-0062

16 p, 336.3 KB

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