02. Vocational Education and Training (VETNET)
Paper
The Professional Learning Practices and Views of Hungarian Vocational Teachers and Trainers
Eszter Bükki, Anikó Fehérvári
Eötvös Loránd University, Hungary
Presenting Author: Bükki, Eszter
The presentation is based on (a selection of) the results of a doctoral research study that explored the professional development and learning of teachers working in Hungarian VET schools and the related individual and organisational factors (Bükki, 2022). The importance of teacher continuous professional development is confirmed by research that showed an important link between student achievement and the quality of teaching (Barber & Mourshed, 2007, Scheerens, 2010, Chetty et al, 2014). While there is a rich literature on this topic regarding teachers working in general education, we still know relatively little about those who work in vocational education and training (VET, Orr, 2019, Broad, 2019), and there was particularly little previous research on this topic in Hungary.
The doctoral research studied teacher professional development as participation in professional learning activities (PLAs). The theoretical framework was built on situational learning theory (Lave & Wenger, 1991, Wenger, 1998) and Billett’s (2002) “synthesising” interpretation, which defined workplace learning as participation in any activity that is work-related and potentially leads to cognitive and/or behavioural change, regardless of its form (formal, non-formal or informal). The categorisation of PLAs and the selection of individual and organisational factors to be studied were based on the literature of workplace learning in general (Tynjälä, 2008, 2013, Fuller & Unwin, 2004) and of (informal) teacher learning in particular (Kwakman, 2003; Hoekstra et al., 2007, 2009a, 2009b; Meirink et al., 2007, 2009a, 2009b; Kyndt et al., 2016, Opfer et al., 2010, 2011, Louws et al., 2017). This framework was supplemented by incorporating the special, unique features of vocational teachers’ professional development and learning identified in prior research. Most importantly, it built on the concept of dual identity and dual professionalism. In many countries, vocational teachers typically come from the industry but even after they start teaching, they often retain and value their original vocational identity as it provides them with the expertise and credibility needed to teach and socialise students into professional norms and practices (Robson, 1998), and this also shapes their understanding and practice of professional development (Orr, 2019). Furthermore, studies suggest that only continuous boundary crossing between the communities of practice of VET and of the vocation taught can guarantee vocational teachers’ up-to-date professional knowledge and the appropriate quality of vocational pedagogical practice (Broad, 2019, Andersson & Köpsén, 2015, 2019). However, it is not easy to maintain this dual identity and practice dual professionalism, and, depending on local policy measures as well as organisational conditions, maintaining industrial currency or developing pedagogical-methodological competences may be prioritised by VET teachers themselves or primarily expected and supported by their school or the state (Robson, 1998, Fejes & Köpsén, 2014, Broad, 2016, Schmidt, 2019, Tyler & Dymock, 2019).
The doctoral research study aimed to explore the practice and views of Hungarian VET teachers’ professional development and learning and the related unique, VET-specific individual and organisational factors, trying also to find the similarities and differences compared to findings of previous research conducted in other countries, in often very different national contexts. The current presentation is based on an analysis that aims to answer the following three research questions:
Q1: What types of professional learning activities (PLAs) do vocational teachers and trainers working in Hungarian VET schools participate in and which PLAs do they value most? Are participation and value-beliefs influenced by the length of vocational work and of teaching experience?
Q2: How do they understand the concept of teacher continuous professional development and does this reflect dual identities?
Q3: What do they perceive as the most significant barriers to their professional development?
Methodology, Methods, Research Instruments or Sources UsedThe study followed a mixed-methods convergent parallel research design, combining a questionnaire survey and an interview study in a vocational centre (VC) selected based on convenience (Creswell & Clark, 2018).
The survey was conducted at the end of the 2018/19 academic year among all teachers in all member schools of the VC, using the online Qualtrics software. The questionnaire consisted of five blocks: demography and other background data; professional development and learning; characteristics of the organisation; identity; career motivation and career trajectory. It adapted instruments from previous international and national research (TALIS 2018 Teacher Questionnaire, OECD, 2018; Sági, 2015a; Geijsel et al., 2009, Opfer et al., 2011a). 394 teachers participated in the survey, the final database contains responses from 303 teachers, including 138 vocational teachers and trainers and 165 teachers of general subjects. The response rate was 46.4% for all teachers at the VC and 54.2% for full-time staff. Data were analysed by IBM SPSS 28.0 software using descriptive statistics, creation of composite variables (indicators of professional learning) and principal component analysis, cross-tabulation analysis (chi-squared test), one-way analysis of variance (ANOVA), post-hoc tests, correlation analysis and the calculation of effect size.
The qualitative data was collected in two schools of this VC in November 2019, with one week of fieldwork in each. The schools were average in terms of training programme level, size, and effectiveness. One (S1) offered training in several vocations in different areas (mostly arts and light industry), and the other (S2) in only two related vocations in the same occupational group. In both schools, 40-70 minutes semi-structured interviews were conducted with the principal and 3-3 teachers from each profile. The sampling procedure followed the principle of maximum variance (Creswell, 2013), teachers differed as much as possible in terms of training programme type, work function and intensity of learning activity. In addition to exploring the topics covered in the survey, the interviews aimed to provide a deeper look into teachers’ understanding of teacher continuous professional development, the nature of VET teacher collaboration, and the organisational (school and centre level) support and incentives. The interview transcripts were coded using a multi-round procedure and primarily deductive coding (Creswell, 2013), applying the software atlas.ti. Based on the main themes and sub-themes identified, similarities and differences according to teacher profile and school were looked for, similar to the constant comparative analysis method (Glaser and Strauss 1967).
Conclusions, Expected Outcomes or FindingsThe most frequent professional learning activities of the respondents were reading, reflection and collaboration, followed by vocation-specific conferences/fairs, staff training, workplace visits and vocation-specific further training. They perceived reading vocation-specific literature and informal discussions with colleagues as having the most impact on their professional development. Nearly all the learning activities to maintain industry currency identified in prior research in other countries were present, but their availability was highly dependent on the vocation, the activity of manufacturers and the “proactivity” of the school leadership. The interviewed teachers/trainers perceived visiting colleagues' classes as having the greatest impact on their methodological development, which is encouraged for new teachers but often becomes a rare opportunity later, due to high workload and scheduling problems. Only a minority of the respondents participated in teacher in-service courses. They believed most such courses had little impact on changing their teaching practice, either because they did not meet individual needs or because they were often of low quality.
Similar to English and Australian VET teachers, the respondents considered it essential to continuously follow the technological and other changes in the vocational field for high-quality VET teaching and to be "credible" in the eyes of their students. Vocation-specific professional development emerged as a primary focus in their understanding of ‘teacher continuous professional development’, although some emphasised the duality of professional development and the importance of methodological-pedagogical development as well. This may reflect the dual identity the majority of respondents identified with in the survey, but the type of identity did not correlate with any of the indicators of professional learning, and in the interviews teachers who saw themselves as both a teacher and a practitioner of the vocation did not necessarily consider pedagogical-methodological knowledge and learning as important as vocational knowledge and learning.
ReferencesAndersson, P., & Köpsén, S. (2018). Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers. Vocations and Learning, 11(2), 317–44. https://doi.org/10.1007/s12186-017-9192-9
Billett, S. (2002). Workplace pedagogic practices: Co-participation and learning. British Journal of Educational Studies 50(4), 457–483. https://doi.org/10.1111/1467-8527.t01-2-00214
Broad, J. H. (2019). Pedagogical Issues in Vocational Teachers’ Learning: The Importance of Teacher Development. In: MacGrath, S., Mulder, M., Papier, J., Suart, R. Handbook of Vocational Education and Training. Springer, Cham. 1769–86. https://doi.org/10.1007/978-3-319-94532-3_40
Fejes, A., & Köpsén, S. (2014). Vocational teachers’ identity formation through boundary crossing. Journal of Education and Work, 27(3), 265–283. https://doi.org/10.1080/13639080.2012.742181
Hoekstra, A., Kuntz, J., Newton, P. (2018). Professional learning of instructors in vocational and professional education. Professional Development in Education, 44(2), 237–53. http://dx.doi.org/10.1080/19415257.2017.1280523
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ Everyday Professional Development Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research, Vol. 86. No. 4. 1111-1150. https://doi.org/10.3102/0034654315627864
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. https://doi.org/10.1016/S0742-051X(02)00101-4
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2018). Understanding teachers’ professional learning goals from their current professional concerns. Teachers and Teaching, 24(1), 63–80. https://doi.org/10.1080/13540602.2017.1383237
Orr, K. (2019). VET Teachers and Trainers. In: Guile, D., Unwin, L. The Wiley Handbook of Vocational Education and Training. ISBN 9781119098591. 329-348.
Robson, J. (1998). A profession in crisis: status, culture and identity in the further education college. Journal of Vocational Education and Training, 50(4), 585–607. https://doi.org/10.1080/13636829800200067
Schmidt, T. (2019). Industry currency and vocational teachers in Australia: what is the impact of contemporary policy and practice on their professional development? Research in Post-Compulsory Education, 24(1), 1–19. https://doi.org/10.1080/13596748.2019.1584431
Tynjälä, P. (2013). Toward a 3-P Model of Workplace Learning: A Literature Review. Vocations and Learning. 6/(1). 11-36. https://doi.org/10.1007/s12186-012-9091-z
02. Vocational Education and Training (VETNET)
Paper
Teacher Specialists in VET: How Can Professional Development Through an Experience-based Master's Degree Strengthen Their Role as Teacher Specialists
Elin B. Morud, Roger Bergh, Klara Rokkones
Norwegian Univ. of Science and Tech, Norway
Presenting Author: Morud, Elin B.
In this study, we explore the topic: How can teacher specialists in Building and Construction strengthen their role as teacher specialists at their school through an experience-based master's degree?
Teacher specialist for vocational education is a position that has been tested for five years in Norwegian schools, and the scheme has drawn inspiration and knowledge from several other countries that have similar functions in their schools. In parallel with the piloting of the function, an experience-based master's degree for teacher specialists has also been offered. This education has been structured around three thematic pillars: vocational subjects, vocational didactics, and school development/organizational development. The education has been developed and carried out by an interdisciplinary team at the university.
The teacher specialists contribute to school development at their school and within their subject discipline. By being professionally updated on theory, research and new teaching methods, the intention is that they should be able to function as a local resource that builds a bridge between theory and practice, and between the management and other teachers at the school (Kringstad & Lønnum, 2021).
Research on school development often addresses questions related to knowledge, relations, and leadership/management for new teacher roles (Helstad & Mausethagen, 2019). Our analysis is based on these three dimensions as a theoretical framework.
The knowledge dimension is characterized by several factors. Lortie (1975) demonstrated that teachers continuously alternate between experience-based knowledge and theoretical and pedagogical knowledge. Traditionally, teachers have freedom to make their own choices of didactic and methodological approaches, and teachers often feel that their knowledge development is their own responsibility (Hopmann, 2015). The profession has been characterized by an egalitarian culture where all teachers have the same responsibility. However, teachers today experience an expectation of the use of evidence-based knowledge and that test results should be a basis for their teaching (Coburn & Talbert, 2006). This can lead to needs for new and more specialized roles.
The dimension of relations is mainly about how interaction develops in different contexts in the school, such as in classrooms and laboratories, amongst the teachers and in the entire school organisation. The principal has overall responsibility for the relationships at the school, but all teachers must contribute to develop the relationships with students and colleagues (Møller & Ottesen, 2011). It is important to focus on developing relationships to succeed with school development.
The dimension of leadership/management in school development includes giving directions, creating visions, and establishing relationships that support the work (Leithwood & Louis, 2012). Irgens (2013) claims that leadership is created in relations, when mutual trust characterizes the interaction between people, and we experience that others can be trusted. In this perspective, we see that power, trust and relationships are closely linked in the community. Accountability is also important in this dimension, where quality systems and indicators to promote students’ learning are developed (Helstad & Mausethagen, 2019). Traditionally, management has been linked to the principal as an individual. However, this is now regarded as a matter where more of the staff participate, with or without formal leadership positions. To succeed with school development, leaders must create conditions for professional learning communities where as many as possible contribute (Hargreaves & O’Connor, 2018; MacBeath et.al, 2018). They do not always succeed in this (Morud & Rokkones, 2020). The term distributed leadership is well established and refers to a practice where leadership is created and executed by people together (Spillane, 2006).
Based on these three dimensions, we have analysed our data material with the aim of identifying how the education has contributed to the teacher specialists' development and role performance.
Methodology, Methods, Research Instruments or Sources UsedThe study was conducted as a qualitative interview study with a phenomenological approach (Kvale, et al., 2015). It is based on interviews with eight vocational teachers who completed a three-year, part-time, experience-based master's education for teacher specialists in Building and construction. These eight teachers constitute the entire group who completed the education. They were interviewed seven months after submission of their master's thesis. The vocational teachers represent five different upper secondary schools in Norway, with a wide geographical and demographical spread.
The study is part of the research project "Investigations into experiences with further education for vocational teachers", and the project has been registered with NSD .
Four semi-structured interviews were conducted, where the vocational teachers were interviewed in pairs. In advance, we had developed an interview guide based on our knowledge of the field and topics we wanted to gain more insight into. Semi-structured interviews facilitate follow-up questions, exchange of views and reflection during the interview (Kvale et al., 2015).
The interviews were done on Teams. Each interview lasted approximately 50 minutes. One of the interviews was conducted with all three researchers together, two of the interviews were conducted with two, and one interview was conducted by one researcher. When there were several interviewers, we had, in advance, allocated who would be responsible for the various questions. Audio recordings were made, and the interviews were subsequently transcribed and anonymized.
The interviews were jointly analyzed by the researchers. We read through the transcripts and became familiar with the data material. Furthermore, the data set were coded while our approach to the coding were continuously discussed. The process has clear parallels to collective qualitative analysis, as Eggebø (2018) describes it. The coding cycle was carried out as an open coding process with an inductive approach (Strauss & Corbin, 1998). We found statements and quotes which we sorted and grouped into different codes. In the next level of analysis, the codes were sorted, and final categories were developed according to a thematic analysis process (Johannesen et al., p. 278 ff., 2018)
Conclusions, Expected Outcomes or FindingsThrough the analysis process, three categories were developed: i) academic benefit, ii) gain for the school and iii) the role of the school leadership.
The findings show that the teachers have achieved a professional benefit which has been of great importance on several levels. The interaction between vocational and professional components is highlighted as important for the development of the individual's competence. The students' professional development has become important for their local schools, due to involvement of colleagues in work requirements and learning activities during the education. It is also clear that the school leadership's involvement is of decisive importance for the development of knowledge both for the individual and for the school as an organization.
The findings are discussed based on three dimensions for new teacher and leadership roles (Hellstad & Mausethagen, 2019): knowledge, relations, and leadership/management.
Considering the knowledge dimension, we see that the teacher specialists have improved their professional and assessment skills. They feel well prepared to take on greater professional challenges. As they have improved their sharing of knowledge with colleagues, they experience that all students at the school receive better teaching which contributes to increased motivation and mastery.
In light of the relational dimension, we find that work requirements during the education, with expectations of involvement of colleagues, contributed to improvement of interdisciplinary collaboration at the schools. They take more responsibility for interaction between various actors in vocational training, and experience that this improves students' training.
Through the leadership/management dimension, we find that the teacher specialists have gained greater impact at those schools led by a principal with clear strategies for distributed management. At other schools, where distributed leadership is not practiced, challenges are experienced related to contributing to school development.
ReferencesCoburn, & Talbert, J. E. (2006). Conceptions of Evidence Use in School Districts: Mapping the Terrain. American Journal of Education, 112(4), 469–495. https://doi.org/10.1086/505056
Eggebø, H. (2020). Kollektiv kvalitativ analyse. Norsk Sosiologisk Tidsskrift, 4(2), 106–122. https://doi.org/10.18261/issn.2535-2512-2020-02-03
Hargreaves, A. & O'Connor, M. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin.
Helstad, K. & Mausethagen, S. (2018). Nye lærer- og lederroller – nye vilkår for skoleutvikling? I K. Helstad & S. Mausethagen (Red.), Nye lærer- og lederroller i skolen (s. 13-28). Universitetsforlaget.
Hopmann. (2015). 'Didaktik meets Curriculum' revisited: historical encounters, systematic experience, empirical limits. Nordic Journal of Studies in Educational Policy, 2015(1), 27007. https://doi.org/10.3402/nstep.v1.27007
Irgens, E. (2013). Utvikling av ledelsesformer i skolen. I G. Engvik, T. Hestbek, T.L. Hoel & M.B. Postholm (Edt.), Klasseledelse for elevers læring (p. 41-66). Akademika forlag.
Johannessen, L., Rafoss, T. W. & Rasmussen, E. B. (2018). Hvordan bruke teori?: Nyttige verktøy i kvalitativ analyse. Oslo: Universitetsforlaget.
Kvale, S., Brinkmann, S., Anderssen, T. & Rygge, J. (2015). Det kvalitative forskningsintervju. Oslo: Gyldendal akademisk.
Leithwood, K. & Louis, K.S. (2012). Linking Leadership to Student Learning. Jossey-Bass.
Lortie, D.C. (1975). Schoolteacher. A sociological study. University of Chicago Press.
Lønnum, & Kringstad, T. (2021). Hvilke forhold påvirker lærerspesialistenes arbeid? En nærstudie av 25 logger skrevet av lærere på videreutdanning for lærerspesialister i norsk. Nordisk Tidsskrift for Utdanning og Praksis = Nordic journal of education and practice, 15(2), 19–35. https://doi.org/10.23865/up.v15.2549
MacBeath, J., Dempster, N., Frost, D., Johnson, G. & Swaffield, S. (2018). Strengthening the Connections between Leadership and Learning. Challenges to Policy, School and Classroom Practice. Routledge.
Morud, & Rokkones. (2020). Deling av kunnskap og kompetanse er ingen selvfølge for deltakere i Yrkesfaglærerløftet. https://doi.org/https://doi.org/10.7577/sjvd.3776
Møller, J. & Ottesen, E. (2011). Rektor som leder og sjef – om styring, ledelse og kunnskapsutvikling I skolen. Universitetsforlaget.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
Strauss, A. & Corbin, J. (1998). Basics and Qualitative Research: Techniques and Procedures for developing Grounded Theory, 2nd edition. Sage Publications, Inc.
02. Vocational Education and Training (VETNET)
Paper
Student Experiences from a Cohort Who Completed the Study of Practical Pedagogy for Tertiary Vocational Education at OsloMet in Norway
Blanca Estela Braña de Hvidsten, Anette Lund Follestad
Oslo Metropolitan University, Norway
Presenting Author: Braña de Hvidsten, Blanca Estela;
Follestad, Anette Lund
The research field on Tertiary Vocational Education is limited in Norway and in Europe. This paper is part of the efforts that the Oslo Metropolitan University has set in place to accommodate the intentions of the Norwegian Ministry of Education and Research as presented in the strategy for Further and enhanced quality – strategy for tertiary vocational education. (Ministry of Education and Research, 2021).
Tertiary vocational Education (TVE) has a relatively weak position in the Norwegian education system (Høst & Tømte, 2016). As the only level in the education system, there is currently no national pedagogical competence requirements for TVE teachers by law. One assumption could be that the weak position in the education system has led to less attention to TVE teachers’ competence needs. It is up to each TVE institution to set their own qualification requirements for teachers. The only requirement thus far is that TVE must employ teachers with sufficient professional competence within their own specialty field to ensure high quality teaching.
This stands in contrast to all other levels of education which by law requires a minimum of 60 ETCS in formal pedagogical qualifications. Also Universities require by law a course in pedagogy adapted to higher education (Wittek, 2017). This study further builds on data from Statistics Norway (2019) and a report by OsloMet (Lyckander & Grande, 2018), 30% of teachers employed in TVE have no formal pedagogical qualifications.
In 2019 OsloMet developed a further education programme worth 30 + 30 ECTS: Practical Pedagogic for Teachers in TVE 1 and 2 (PPF1 and PPF2). The programme stands out in Norway as it represents a pioneering and exclusive national endeavour, with its curriculum placing significant emphasis on adult education (Knowles 2016, Illeris 2012, Wahlgren 2010), professional practice, methodologies for lifelong learning, and the recognition of prior learning (RPL) (Andersson & Fejes 2005, 2010). In line with the white paper titled "Skilled Workers for the Future — Vocational College Education" (2016–2017), the objective of PPF1 and PPF2 is to enhance the qualifications of TVE teachers. The study programme seeks to contribute to an enhanced comprehension of dual professional practice and strengthen collaboration with the industry, as mandated by the Vocational Education Act (Fagskoleloven, 2022).
The PPF study programme has been specifically designed for educators employed in both public and private TVE institutions. This inclusive approach aims to encompass all stakeholders involved in delivering professional excellence at the tertiary education level.
We aim to find out and better understand the changes that take place by attending the study PPF1, in motivation and self-perception (Ryan & Deci, 2000) (Skaalvik et al., 2021), of own competence needs as well as understanding of the dual professional role that is necessary in the TVE in Norway.
The Research questions are.
- What motivates TVE-teachers to enrol in the study PPF1 and perceived competence-needs.
- What changes take place in the participants' self-perception as TVE-teachers.
- How do they describe themselves as TVE-teachers?
The data was collected in two surveys conducted within a time space of 8 months apart and has been analysed.
The study is based on thirty-three respondents, twenty-one men and twelve women. The average age is 44 years, and no one has formal practical teaching skills from the past. Most of the respondents have been working as teachers in TVE less than 2 years.
Methodology, Methods, Research Instruments or Sources UsedThe study has been approved by The Norwegian Centre of Research Data (NSD, n.å) obtaining consent from the participants and collecting anonymous data. The electronic platform "Nettskjema" has been used for the data collection (UiO, u.å.). A pilot of the survey was carried out with the necessary quality changes before the participants received it. The analysis process has generally taken place in three stages (Holter & Kalleberg, 1996, p. 18); first reading through to get an overall impression, then analysis and categorization. In the last step, opinions and phenomena have been extracted through yet another analysis to highlight the most important findings. Through the work of summarizing and interpreting the content of the answers, the qualitative statements from the survey were analysed with the categories for teachers' six areas of competence. These being educational, didactic, professional, professional ethics, relational, innovation and development skills as given by The Education Association (Utdanningsforbundet, 2021). Survey 1 and 2 have similar questions related to the participants` motivation and competence, in addition survey 1 includes numerical questions. The measuring instruments are qualitative, and the questions have a mixture of open and categorized questions (Jacobsen, 2022). The questions about competence needs are examples of categorized questions, where the respondents grade their competence needs based on the topic in the learning outcomes for PPF1. The answer options are based on Likert scale. This is considered a commonly used method, for example, to uncover phenomena such as motivation (Jacobsen, 2022, p. 281). Survey 1 contains metric, categorical and ranked questions (Jacobsen, 2022, pp. 273, 277). Examples of this are questions about education, age, position, length of employment and whether they work at a public or private TVE institution. Some questions do not capture all options and have an open option.
Conclusions, Expected Outcomes or Findings• What motivates TVE-teachers to enrol in the study PPF1 and perceived competence-needs.
First the formal requirement from their employer then to develop their teaching skills. Close to the end of the study programme, the participants link their own motivation to the experience they have had using the methods and experiencing a positive response from own students.
At the start of the program, results show that the participants have a need for competence development in all seven categories: Learning management, planning of learning work, completion of learning sessions, assessment, learning environment, differentiation, and tutoring. After 8 months, participants report having acquired a new level of pedagogical and didactic knowledge and understanding. They now voice more specific needs, such as assessment tools, tutoring, and learning management mainly.
• What changes take place in the participants' self-perception as TVE-teachers.
At the beginning they describe the ability of having a good relational competence, which they mean helps them to be educators, even though they lack the pedagogical and didactic education. After 8 months, they respond to have improved their pedagogical and didactic knowledge and skills. At this point they show confidence using the concepts that belong to vocational pedagogical theories. Namely, inductive learning, feedback, assessment, feed-forward, facilitation of learning, relationship-oriented teaching.
• How do they describe themselves as TVE-teachers?
TVE-teachers are specialists in their professional field, this makes them confident in their ability to be good TVE-educators. Towards the end of the study, they have become aware that they bring professional experience with research-based theory and now the understanding of the methods and tools acquired during the study. Their students are the centre of their pedagogical-practice and describe themselves as facilitators, a method that helps to motivate themselves and contribute to the students' professionalism that the industry requires.
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