Mucking in and Mucking out: Vocational Learning in Animal Care

Autor/inn/en	Salisbury, Jane; Jephcote, Martin
Titel	Mucking in and Mucking out: Vocational Learning in Animal Care
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 1, S.71-81 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.09.018
Schlagwörter	Journal Writing; Observation; Interviews; Educational Environment; College Students; Vocational Education; Experiential Learning; Altruism; Animal Husbandry; Animals; Figurative Language; Language Usage; Cooperation; Collegiality; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Beobachtung; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Collegestudent; Ausbildung; Berufsbildung; Experiental learning; Erfahrungsorientiertes Lernen; Altruistic behavior; Altruismus; Tierhaltung; Animal; Tier; Tiere; Sprachgebrauch; Co-operation; Kooperation; Kollegialität; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The paper draws upon empirical material from a two year qualitative research project. The paper briefly outlines the key research questions, research design and data collection strategies. The following sections draw on observational, interview and journal data from the learning sites and the teachers and students who work and learn in them are used to show how college-based learning (CBL) is also work-based learning (WBL). We argue that to differentiate between CBL and WBL in this particular case is unhelpful and three separate contexts are identified to show where learning typically occurs for students of animal care. The discussion draws upon Lave and Wenger's "communities of practice" and Fuller and Unwin's notion of "expansive learning environments" to illustrate the ways in which full time students of animal care undertake valuable "real" work (albeit mostly unwaged) on farms, in stables and in reptile houses. Characteristics of communities of practice, namely, recognition of distributed expertise, inclusive language and interactions, ways of communicating about animals and nurturing teacher-student and student-student relations are identified. We differentiate situated learning for vocational students and more fully acknowledge the work-based learning which actually occurs in college. The consensual, inclusive language identified in the two departments is briefly explored with examples of anthropomorphism used to illustrate the indexical way staff and students talk about animals. "Communities of practice" is a useful metaphor for thinking about the particular learning cultures of the animal care departments. Both departments are characterised by an ethic of care and staff go to great lengths to "look after the whole student". What unites the students and their teachers is a real passion for animals. This is a prerequisite for winning a place on an Animal Care course. (Contains 1 figure and 2 charts.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10