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首页> 外文会议>17th World Congress on Ergonomics(第十七届国际人类工效学大会）论文集 >Training while training: the challenge of vocational training teachers
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Training while training: the challenge of vocational training teachers

机译：培训中的培训：职业培训教师的挑战

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Our study examines the work of teachers in vocational training centers. More specifically, it aims to document the contexts of performance of the activity, job insertion and maintenance conditions, difficulties experienced by teachers and their impact on their work, health and professional knowledge. This study is motivated by the high rate of attrition in the profession and the problems raised by teachers during their training: “brutal” job integration, lack of resources, work-family-studies balance. Teachers are generally recruited at the workplace and must then train to obtain their teacher's licence. This study involves teachers in six programs at the same training centre. Among the various methods applied, in addition to documentary analysis and interviews with administrators, six teachers/program representatives were interviewed, ten teachers (3 male, 7 female) were interviewed in-depth, five respondents completed shift journals, and log books and self-administered questionnaires were distributed to all teachers. The preliminary results notably illustrate the respondents' passion for and pride in teaching their trade, especially in a favorable environment. Many concerns are shared by several respondents, factors that putatively affect motivation (heightening or lessening it) and the likelihood of remaining on the job: challenges of maintaining the clientele, related to the precariousness of the teaching practice and schedule; the need for stability in the teaching team; transformation of the characteristics of the clientele, notably its increasing variety and difficulty; the need for recognition and valuing of the vocational training sector, still poor despite improvements; the need to integrate expertise in the trade in teaching expertise, which is developed mainly at the workplace; the need for dialogue forums that differ from those foreseen; and working conditions, including the question of status, academic resources, schedules and salaries. Further, we note differing realities between study programs, department contexts and people involved in programs. Some aspects of the task are more demanding for larger programs than smaller ones, and vice versa. The needs therefore differ depending on the programs and participants. Consequently, the working situation of each teacher is unique. Analyses also shed light on the dynamics of work and training.
机译：我们的研究考察了职业培训中心教师的工作。更具体地说，它旨在记录活动的执行情况，工作插入和维持条件，教师遇到的困难及其对他们的工作，健康和专业知识的影响。这项研究的动机是该行业的高流失率以及教师在培训过程中提出的问题：“残酷的”工作整合，资源不足，工作家庭学习平衡。通常在工作场所招募教师，然后必须进行培训以获取其教师的许可证。这项研究包括在同一培训中心的六个计划中的教师。在所采用的各种方法中，除了文献分析和与管理人员的访谈之外，还采访了六位老师/计划代表，深入采访了十位老师（3位男，7位女），五位受访者完成了轮班日志，日志和自我发放的问卷已分发给所有教师。初步结果特别说明了受访者对教授贸易知识的热情和自豪感，特别是在有利的环境中。几个受访者共同关心许多问题，这些因素可能会影响动机（加重或减轻动机）以及继续工作的可能性：与教学实践和进度的不稳定性有关的保持客户群的挑战；教学团队需要稳定；客户特征的转变，尤其是其多样性和难度的增加；对职业培训部门的认可和重视的需求尽管有所改善，但仍然很贫乏；需要将主要在工作场所发展的教学专业知识与专业知识进行交易；需要建立与预期不同的对话论坛；和工作条件，包括地位，学术资源，时间表和薪水问题。此外，我们注意到学习计划，部门背景和计划参与人员之间的现实情况有所不同。与较小的程序相比，任务的某些方面对大型程序的要求更高，反之亦然。因此，需求因计划和参与者而异。因此，每个老师的工作情况都是独特的。分析还阐明了工作和培训的动态。

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