Identity, Pedagogy and Technology-Enhanced Learning: Supporting the Processes of Becoming a Tradesperson. Professional and Practice-Based Learning. Volume 27

Autor/in	Chan, Selena
Titel	Identity, Pedagogy and Technology-Enhanced Learning: Supporting the Processes of Becoming a Tradesperson. Professional and Practice-Based Learning. Volume 27
Quelle	(2020), (201 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-981-15-2128-7
DOI	10.1007/978-981-15-2129-4
Schlagwörter	Vocational Education; Building Trades; Neurosciences; Educational Psychology; Electronic Learning; Learning Modalities; Multiple Literacies; Job Skills; Problem Solving; Teaching Methods; Learning Strategies; Problem Based Learning; Feedback (Response) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Building trade; Bauwesen; Baugewerbe; Neuroscience; Neurowissenschaften; Neurowissenschaft; Erziehungspsychologie; Pädagogische Psychologie; Lernumgebung; Produktive Fertigkeit; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen
Abstract	This book gathers work from over a decade of study, and seeks to better understand and support how learners become tradespeople. The research programme applies recent concepts from neuroscience, educational psychology and technology-enhanced learning to explain and help overcome the challenges of learning in trades-learning contexts. Due to the complex and multifarious nature of the work characterising trade occupations, learning how to become a tradesperson requires a significant commitment in terms of time, along with physical and cognitive effort. All modalities (visual, aural, haptic etc.) and literacies (text, numerical, spatial etc.) are required when undertaking trade work. Manual dexterity and strength, coupled with the technical and tacit knowledge required for complex problem solving, not to mention suitable dispositional approaches, must all be learnt and focused on becoming a tradesperson. However, there is a substantial gap in the literature on 'how people learn a trade' and 'how to teach a trade'. In this book, contemporary teaching and learning approaches and strategies, as derived through practice-based participatory research, are used to highlight and discuss pragmatic solutions to facilitate the learning and teaching of trade skills, knowledge and dispositions. The approaches and strategies discussed include the implementation of technology-enhanced learning; project-based inquiry/problem-based learning; and recommendations to ensure learners are prepared for the future of work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01