Supporting vocational students\u27 development of preventive behaviour at work: a phenomenological analysis of teachers\u27 experiences

Statistics indicate that even if young workers complete vocational training, as a group they are at risk of sustaining injury. It appears that a lack of training in the area of injury prevention may explain some of this effect. Teachers are considered to be key actors in injury-prevention training and in the process of developing students\u27 preventive behaviour at work, but little is known about the reality. The objective of this study was to understand how teachers experience their activities in support of students\u27 development of injury-prevention behaviour at work. Semi-structured interviews were conducted with eleven teachers from four different vocational training programs. The content of the interviews was then examined using phenomenological analysis. Results show representations participants form of occupational health and safety, of injury-prevention behaviour and of their roles as teachers in relation to prevention. A closer look at these roles reveals the daily challenges teachers encounter. Among other things, there seems to be a lack of continuity in the training process, insufficient pedagogical resources and resistance on the students\u27 part. Results offer an insight into teachers\u27 experience with their part in the support of vocational students\u27 development of injury-preventing behaviour. It appears they recognize having to play an active role in the development of injury-preventing behaviour at work among students, but have to face daily challenges affecting their teaching. Results of this study can serve as a starting point to make improvements to the injury-prevention training offered in vocational training centres. (DIPF/Orig.