Vocational Education of Young Adults in England: A Systemic Analysis of Teaching-Learning Transactions That Facilitate Self-Directed Learning

Autor/in	Morris, Thomas Howard
Titel	Vocational Education of Young Adults in England: A Systemic Analysis of Teaching-Learning Transactions That Facilitate Self-Directed Learning
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 4, S.619-643 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Thomas Howard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1463280
Schlagwörter	Foreign Countries; Vocational Education; Young Adults; Independent Study; Learning Processes; Teacher Student Relationship; Goal Orientation; Planning; Thinking Skills; Skill Development; Feedback (Response); Expectation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Young adult; Junger Erwachsener; Selbststudium; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Expectancy; Erwartung
Abstract	Fostering the skills necessary for self-directed learning is an important endeavour of vocational education and training in many contexts internationally. However, there is a distinct lack of studies that investigate the extent to which facilitation of self-directed learning is present within vocational education and training in different contexts. An exploratory thematic qualitative analysis of inspectors' comments within general Further Education college Ofsted inspection reports was conducted to investigate the "balance of control" of the learning process between teacher and learner within vocational education and training of young adults in England. A clear difference between outstanding and inadequate provision is reported. Inadequate provision was overwhelmingly teacher-directed. Outstanding provision reflected a collaborative relationship between teacher and learner in directing the learning process, despite the Ofsted framework not explicitly identifying the need for learner involvement in directing the learning process. The present paper offers insight into the understanding of how an effective balance of control of learning between teacher and learner may be realised in vocational education and training settings and highlights the need to consider the modulating role of contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01