Literaturnachweis - Detailanzeige
| Autor/inn/en | Parkinson, Jean; Mackay, James |
|---|---|
| Titel | The Literacy Practices of Vocational Training in Carpentry and Automotive Technology |
| Quelle | In: Journal of Vocational Education and Training, 68 (2016) 1, S.33-50 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-6820 |
| DOI | 10.1080/13636820.2015.1104714 |
| Schlagwörter | Woodworking; Educational Practices; Vocational Education; Auto Mechanics; Student Writing Models; Tutors; Teacher Attitudes; Content Area Reading; Content Area Writing; Educational Policy; Cultural Context; Semi Structured Interviews; Student Journals; Visual Aids; Barriers; Workplace Literacy; Foreign Countries; New Zealand |
| Abstract | Prior studies indicate that vocational students' literacy practices are more demanding than is generally recognised. Employing a view of literacy acquisition as socialisation, we investigated the literacy practices of trades training in Carpentry and Automotive Technology, by interviewing tutors and examined course books and student writing. A register of spoken language was identified, which differed from everyday language in being highly technical, reflecting specialist knowledge and indexing an identity as a member of a trade. Students were found to read a wide variety of texts, including complex professional texts such as Building Standards, Specifications, Codes and manufacturer's instructions, as well as tutor-produced course books. Writing was less prominent and included assignment questions, and tests and some preparation for professional writing. Further research into the oral practices of vocational study, based on observation of pedagogical practice, is suggested. Implications for vocational pedagogy include a focus on support for reading. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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