Lost on a Pragmatist Highway: Searching for a Theory to Inform Teaching Practice in TAFE

Autor/in	Haycock, John
Titel	Lost on a Pragmatist Highway: Searching for a Theory to Inform Teaching Practice in TAFE
Quelle	In: International Journal of Training Research, 7 (2009) 2, S.95-105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Theory Practice Relationship; Educational Theories; Vocational Education; Adult Education; Adult Educators; Andragogy; Interviews; Experiential Learning; Action Research; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Educational theory; Theory of education; Bildungstheorie; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Andragogics; Andragogik; Interviewing; Interviewtechnik; Experiental learning; Erfahrungsorientiertes Lernen; Projektforschung; Ausland; Australien
Abstract	This paper seeks to understand how practitioners learn about, develop and work with educational theory, and how this informs and influences their practice. It is based primarily on an in-depth interview with one pre-vocational program teacher working in a large, metropolitan TAFE (Technical and Further Education) institute. It also draws on the contributions of several teachers who participated in a small-scale action learning/research project facilitated by the author in his workplace, aimed at exploring relationships between educational theory and practice in a TAFE setting, and assisting participants in developing new understandings of their work, identities and practice as adult educators. In light of the research findings, this paper argues that notions of a "TAFE pedagogy" are clouded in theory and conceptualisations based on and inherited from two main streams of American pragmatism (Finger and Asun 2001), and Malcolm Knowles' (1990) concept of andragogy. However, this paper suggests that through this "clouding" and perhaps by veering off this "Pragmatist Highway" (Finger and Asun 2001), the development of a personal educational theory, together with an understanding of wider contextual issues shaping the VET system, can significantly empower TAFE teachers in their roles as adult educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10