Which Difficulties and Resources Do Vocational Teachers Perceive? An Exploratory Study Setting the Stage for Investigating Teachers' Resilience in Switzerland

Autor/inn/en	Boldrini, Elena; Sappa, Viviana; Aprea, Carmela
Titel	Which Difficulties and Resources Do Vocational Teachers Perceive? An Exploratory Study Setting the Stage for Investigating Teachers' Resilience in Switzerland
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 1, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1520086
Schlagwörter	Vocational Education Teachers; Barriers; Teacher Persistence; Curriculum; Stress Variables; Standards; Student Motivation; Teacher Role; Extracurricular Activities; Foreign Countries; Teaching Conditions; Coping; Teacher Characteristics; Work Environment; Teacher Attitudes; Switzerland + Suchen Sie Ihr Suchwort? Ausbilder; Curricula; Lehrplan; Rahmenplan; Standard; Schulische Motivation; Lehrerrolle; Außerunterrichtliche Aktivität; Ausland; Lehrbedingungen; Unterrichtsbedingungen; Bewältigung; Arbeitsmilieu; Lehrerverhalten; Schweiz
Abstract	Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers' resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET teachers is necessary and relevant. In this exploratory qualitative study, interviews with VET teachers in Switzerland (n = 37) sought to identify the specific challenges faced by teachers, the resources to be addressed. As well as confirming the different critical challenges and protective factors emerging from the literature review, the results identify difficulties and resources specific to VET teachers in Switzerland. In terms of critical challenges at a macro-contextual level, teachers' low social recognition is emphasised. Moreover, exposure to curricular reforms generates stress and pressure related to the required standardisation of content and subject changes. At a micro-system level, we detected teachers' frustration in relation to students' low vocational motivation and maturity and specific emerging instructional challenges in vocational subject teaching. In terms of resources, teachers perceived the possibility of diversifying their professional role by alternating school and extracurricular activities as a supportive factor. The results provide a basis for more extensive quantitative study investigating relationship among adversities and resources and resilient strategies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01