Literaturnachweis - Detailanzeige
Autor/in | Hobley, Janet |
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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 |
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) 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |