Identifying the Dimensions and Indicators of Workplace Learning in the Education System
Keywords:
Workplace learning, education system, professional development, qualitative content analysis, learning indicatorsAbstract
The aim of this study was to identify the dimensions and indicators of workplace learning in the education system using a qualitative approach. This study employed a qualitative design with semi-structured interviews. The participants included curriculum specialists, textbook authors, and experts from the Ministry of Education, selected through purposive sampling. Interviews continued until theoretical saturation was reached, with a total of 13 participants. All interviews were transcribed and analyzed using qualitative content analysis with open, axial, and selective coding. The analysis led to the identification of seven main dimensions: deepening of knowledge, knowledge breadth, continuity and coherence, goal orientation, structured learning, learning climate, and learning demand. Each dimension included specific indicators that reflected different aspects of workplace learning in the education system. The findings highlighted that workplace learning is a multidimensional and dynamic process shaped by both organizational and individual factors. The study concluded that identifying the dimensions and indicators of workplace learning provides a basis for designing effective educational policies and programs in the education system. Focusing on these dimensions can enhance teachers’ professional development, improve the quality of education, and contribute to sustainable development in the educational sector.
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