Cooperation between Master students on the Master's program in Vocational pedagogy and their colleagues at work

Abstract

Introduction: There is increasing emphasis on cooperation between schools and working life in professional education. Vocational teacher students are being encouraged to cooperate with the practical fields during their studies, and colleges try to organize their teaching in a way which makes that possible. The idea of a school as a learning organization by way of increased collegial cooperation and willingness for  change and development is interesting. But experiences from previous studies show that it is not easy to achieve, and that we know little about the students' commitment in cooperating.

This study is theoretically embedded in cognitive and social constructivist learning theories, which focus on the participants' individual experiences of the learning process and with a particular emphasis on the interaction between participants in communities of practice.

The majority of the Masters students in this study are employed as Vocational teachers in Upper Secondary schools and are undertaking the Master program on a part-time basis. 

The purpose of the study has been to generate new knowledge about cooperation between students, working life and the University College as a step both in further development of the Master's program in Vocational Pedagogy, and to strengthen professional learning.

The research question: To what extent is there a link between students initiated cooperation with colleagues and employers compared to what the students actually experience of cooperation? Has the Master thesis (development work) led to development of competence in their work place or just for the students themselves?

Method: The study is based on a quantitative questionnaire conducted at Oslo and Akershus University College of Applied Sciences, Institute of Vocational Teacher Education.  The respondent selection consisted of 84 part time students on the Master program in Vocational Pedagogy in the academic years 2009 to 2012. The response rate was 55%. The collected data was analyzed by using regression and reliability analysis. The purpose of the questionnaire was to find out the extent to which students generally initiated cooperation with colleagues and whether there is a link between the extent of their initiative and their experience of the cooperation. The data obtained by the questionnaire is based on the students' own reflections and experiences of the cooperative processes with their colleagues and employers.

The results show a statistical correlation between the students' own initiative and experience of cooperation with colleagues or employers, that is to say that a colleague or manager has participated in the research work: for example with data collection, by making his or her teaching available in the research or by having participated in the analysis of the results, reflection and discussions.  The tests show that this only occurs to a very limited extent.  There are other factors that are involved and these are not considered as variables in the study.

Although the students have taken initiative to cooperate with leaders and colleagues in their workplace they experience only a limited degree of cooperation with them.

Furthermore, the results show that the knowledge gained by the individual students is seldom shared with their colleagues at work / community of practice.   

Conclusion: The study concludes that there is a correlation between students' initiated cooperation and students' experience of cooperation with colleagues and employers. Still, it cannot be taken for granted that colleagues and employers will be interested even if students take the initiative to cooperate. The findings highlight continued research on other relevant forms of cooperation, where Master degree students in Vocational pedagogy find partners outside and not within their own work place.