Does Implementation of Competence-Based Education Mediate the Impact of Team Learning on Student Satisfaction?
| Title: | Does Implementation of Competence-Based Education Mediate the Impact of Team Learning on Student Satisfaction? |
|---|---|
| Language: | English |
| Authors: | van Griethuijsen, Ralf A. L. F. (ORCID |
| Source: | Journal of Vocational Education and Training. 2020 72(4):516-535. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Competency Based Education, Vocational Education, Curriculum Implementation, Teamwork, Student Satisfaction, Instructional Effectiveness, Educational Quality, Teacher Guidance, Skill Development, Soft Skills, Interpersonal Competence, High School Students, High School Teachers, Adolescents, Foreign Countries, Teacher Collaboration |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/13636820.2019.1644364 |
| ISSN: | 1363-6820 |
| Abstract: | Competence-based education (CBE) is an innovation in (vocational) education aimed at improving students' competences. Little is known, however, about the processes leading to successful implementation of CBE and about its outcomes. This study investigates the effects that the level of CBE implementation has on student satisfaction (regarding the quality of education, guidance, and the development of interpersonal and general vocational skills) and to what extent CBE implementation mediates the relationship between teacher team learning activities and student satisfaction. To this end, data was gathered from 662 teachers belonging to 46 teacher teams in senior secondary vocational education in the Netherlands, and their students. Multilevel structural equation modelling revealed that teacher team learning was positively associated with the implementation of CBE. Furthermore, CBE had a positive effect on student satisfaction with quality of education, guidance, and development of interpersonal skills; however, no significant effect was found on student satisfaction with the development of general vocational skills. These results indicate that implementation of CBE has, to some degree, fulfilled its promise of better preparing students for their future workplace and that teacher team learning can support the further implementation of CBE. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1277689 |
| Database: | ERIC |
| ISSN: | 1363-6820 |
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| DOI: | 10.1080/13636820.2019.1644364 |
| Published in: | Journal of Vocational Education and Training |
| Language: | English |