Cultivating Learners Who 'Think Like Vocational Professionals': Signature Pedagogies, Technology and Vocational Learning

Autor/in	Hobley, Janet
Titel	Cultivating Learners Who 'Think Like Vocational Professionals': Signature Pedagogies, Technology and Vocational Learning
Quelle	In: Research in Post-Compulsory Education, 26 (2021) 1, S.38-58 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2021.1873407
Schlagwörter	Foreign Countries; Vocational Education; Vocational Schools; Pedagogical Content Knowledge; Technological Literacy; Technology Uses in Education; Postsecondary Education; Theory Practice Relationship; Vocational Education Teachers; Blended Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Pädagogische Kompetenz; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Post-secondary education; Tertiäre Bildung; Theorie-Praxis-Beziehung; Ausbilder
Abstract	The author is Teaching and Learning Manager at the college with rsponsibility for observation of all teaching staff and their professional development. This research looks at differing concepts of pedagogy through an investigation of observation data and an analysis of 'blended learning sessions' at a college that is at the forefront of using technology as a tool for learning. Located in South Central England this is a relatively small vocational college with two sites in Hampshire. The observation data collected was analysed using the concepts of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Signature Pedagogies and expansive vocational education to see how these concepts applied to practice. The conclusion shows that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the curriculum areas looked at. It also highlights the possibility of further international research into post compulsory online learning using this college as an example of good practice. Finally, it observes that the college has the capacity in terms of a dedicated team of technologists to really improve the TPCK of the teachers further, together with a comprehensive digital strategy that encompasses a coherent and planned curriculum using 'joined up' schemes of work. In this way the PCK and the TPCK of teachers will be strengthened. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01