Theory and Practice of Teaching and Learning in the Classroom -- Lessons from Indian Industrial Training Institutes

Autor/inn/en	Schneider, Sebastian; Wessels, Antje; Pilz, Matthias
Titel	Theory and Practice of Teaching and Learning in the Classroom -- Lessons from Indian Industrial Training Institutes
Quelle	In: Vocations and Learning, 16 (2023) 1, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Sebastian) ORCID (Pilz, Matthias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-022-09305-8
Schlagwörter	Foreign Countries; Vocational Education; Institutes (Training Programs); Industrial Training; Learning Processes; Theory Practice Relationship; Student Centered Learning; Problem Based Learning; India + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Sommerakademie; Betriebliche Berufsausbildung; Gewerblich-industrielle Ausbildung; Industriebetriebslehre; Learning process; Lernprozess; Theorie-Praxis-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problem-based learning; Problemorientiertes Lernen; Indien
Abstract	In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher's beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01