Classroom Disruptions and Classroom Management in Learning Factory Settings at Vocational Schools
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| Title: | Classroom Disruptions and Classroom Management in Learning Factory Settings at Vocational Schools |
|---|---|
| Language: | English |
| Authors: | Pierre Meinokat, Ingo Wagner |
| Source: | International Journal for Research in Vocational Education and Training. 2025 12(2):266-288. |
| Availability: | European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Career and Technical Education Schools, Classroom Techniques, Student Behavior, Teacher Attitudes, Career and Technical Education Teachers, Teacher Student Relationship, Trust (Psychology), Foreign Countries |
| Geographic Terms: | Germany |
| ISSN: | 2197-8638 2197-8646 |
| Abstract: | Context: As part of vocational education and training, learning factories are a new, hands-on learning setting in which students can create products with realistic digital manufacturing equipment while still in vocational school. Given their novelty, learning factories have not yet been studied with respect to whether special classroom management may be needed. One key aspect of classroom management for teachers is the dealing with classroom disruptions. The aim of this study is to investigate what types of classroom disruptions occur in learning factories and how teachers deal with them. Methods: To close the existing research gap, a guideline-based, semi-structured interview study with seven teachers from the federal state of Baden-Württemberg, Germany, was conducted. The interviews were analyzed with a qualitative content analysis using the software MAXQDA. Findings: The findings show that in this new setting, established strategies for mitigating classroom disruptions can be adapted and applied. Teachers were found to use and optimize their existing abilities to ensure learning success and were able to protect the monetary value of the factory against certain disruptions. Mutual trust between teachers and students, as well as teachers utilizing strategies according to their personality, were mentioned as the most important factors in ensuring success in this context. Conclusion: Learning factories as a new learning environment in vocational schools do not seem to require specific classroom management approaches. As a result, their use can be safely expanded. Teachers value the possibility of teaching in this special setting while seeing that there are new possible ways of disruptions. Nevertheless, the interviewees feel themselves prepared for these new challenges, using their already established repertoire of strategies, adapting them, if necessary, to this new setting. To do this, teachers need to systemize and understand disruptions inside their classrooms. So far, research is lacking systemizations for classroom disruptions in digital settings like learning factories. This study extends the research landscape with an adaption of an already existing construct. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470353 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1470353 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Classroom Disruptions and Classroom Management in Learning Factory Settings at Vocational Schools – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pierre+Meinokat%22">Pierre Meinokat</searchLink><br /><searchLink fieldCode="AR" term="%22Ingo+Wagner%22">Ingo Wagner</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Vocational+Education+and+Training%22"><i>International Journal for Research in Vocational Education and Training</i></searchLink>. 2025 12(2):266-288. – Name: Avail Label: Availability Group: Avail Data: European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Schools%22">Career and Technical Education Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Teachers%22">Career and Technical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2197-8638<br />2197-8646 – Name: Abstract Label: Abstract Group: Ab Data: Context: As part of vocational education and training, learning factories are a new, hands-on learning setting in which students can create products with realistic digital manufacturing equipment while still in vocational school. Given their novelty, learning factories have not yet been studied with respect to whether special classroom management may be needed. One key aspect of classroom management for teachers is the dealing with classroom disruptions. The aim of this study is to investigate what types of classroom disruptions occur in learning factories and how teachers deal with them. Methods: To close the existing research gap, a guideline-based, semi-structured interview study with seven teachers from the federal state of Baden-Württemberg, Germany, was conducted. The interviews were analyzed with a qualitative content analysis using the software MAXQDA. Findings: The findings show that in this new setting, established strategies for mitigating classroom disruptions can be adapted and applied. Teachers were found to use and optimize their existing abilities to ensure learning success and were able to protect the monetary value of the factory against certain disruptions. Mutual trust between teachers and students, as well as teachers utilizing strategies according to their personality, were mentioned as the most important factors in ensuring success in this context. Conclusion: Learning factories as a new learning environment in vocational schools do not seem to require specific classroom management approaches. As a result, their use can be safely expanded. Teachers value the possibility of teaching in this special setting while seeing that there are new possible ways of disruptions. Nevertheless, the interviewees feel themselves prepared for these new challenges, using their already established repertoire of strategies, adapting them, if necessary, to this new setting. To do this, teachers need to systemize and understand disruptions inside their classrooms. So far, research is lacking systemizations for classroom disruptions in digital settings like learning factories. This study extends the research landscape with an adaption of an already existing construct. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1470353 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 266 Subjects: – SubjectFull: Career and Technical Education Schools Type: general – SubjectFull: Classroom Techniques Type: general – SubjectFull: Student Behavior Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Career and Technical Education Teachers Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Trust (Psychology) Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Germany Type: general Titles: – TitleFull: Classroom Disruptions and Classroom Management in Learning Factory Settings at Vocational Schools Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pierre Meinokat – PersonEntity: Name: NameFull: Ingo Wagner IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2197-8638 – Type: issn-electronic Value: 2197-8646 Numbering: – Type: volume Value: 12 – Type: issue Value: 2 Titles: – TitleFull: International Journal for Research in Vocational Education and Training Type: main |
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