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Supporting vocational students' development of preventive behaviour at work: A phenomenological analysis of teachers' experiences

机译：支持高职学生工作中预防行为的发展：对教师经历的现象学分析

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摘要

Statistics indicate that even if young workers complete vocational training, as a group they are at risk of sustaining injury. It appears that a lack of training in the area of injury prevention may explain some of this effect. Teachers are considered to be key actors in injury-prevention training and in the process of developing students' preventive behaviour at work, but little is known about the reality. The objective of this study was to understand how teachers experience their activities in support of students' development of injury-prevention behaviour at work. Semi-structured interviews were conducted with eleven teachers from four different vocational training programs. The content of the interviews was then examined using phenomenological analysis. Results show representations participants form of occupational health and safety, of injury-prevention behaviour and of their roles as teachers in relation to prevention. A closer look at these roles reveals the daily challenges teachers encounter. Among other things, there seems to be a lack of continuity in the training process, insufficient pedagogical resources and resistance on the students' part. Results offer an insight into teachers' experience with their part in the support of vocational students' development of injury-preventing behaviour. It appears they recognize having to play an active role in the development of injury-preventing behaviour at work among students, but have to face daily challenges affecting their teaching. Results of this study can serve as a starting point to make improvements to the injury-prevention training offered in vocational training centres.
机译：统计数据表明，即使青年工人完成了职业培训，作为一个整体，他们也有遭受伤害的危险。似乎在伤害预防领域缺乏培训可能可以解释这种效果。在预防伤害的培训中以及在发展学生的工作中预防行为的过程中，教师被认为是关键角色，但对现实知之甚少。这项研究的目的是了解教师如何体验他们的活动以支持学生发展工作中的伤害预防行为。对来自四个不同职业培训计划的十一名教师进行了半结构化访谈。然后使用现象学分析检查访谈的内容。结果显示参与者的职业健康与安全，预防伤害的行为以及他们在预防方面作为教师的角色。仔细研究这些角色，可以发现教师每天遇到的挑战。除其他外，培训过程似乎缺乏连续性，教学资源不足和学生方面的阻力。结果为教师在支持职业学生发展预防伤害行为方面的经验提供了见解。他们似乎认识到必须在学生工作中预防伤害行为的发展中发挥积极作用，但必须面对影响他们教学的日常挑战。这项研究的结果可以作为改进职业培训中心提供的预防伤害培训的起点。

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