Multiple Dimensions of Teaching and Learning for Occupational Practice - book overview

Here is an overview of the book  'Multiple Dimensions ofTeaching and Learning for Occupational Practice'  Edited by Professor Sai Loo and just published by Routledge 2019. The hardcoopy of the book arrived last week and I had a good read of it over the weekend.

Disclaimer: I have a chapter published in this book

Chapter 1

Researching occupational practice - SAI LOO

The first chapter, sets the scene by firstly detailing the rationale and origins of the book topic. The book seeks to provide perspectives from a range of tertiary education levels, sectors and discipline areas. Education which leads on to an occupation, or occupational teaching, is used as a term to include the various levels (post-school to higher education) and sectors (vocational, further, higher education, VET, TVET, TAFE etc.). Various chapters represent these levels and sectors through the book. Occupational teaching also includes continuous professional development. Brief overviews of each chapter are provided in this chapter.

Chapter 2

‘Ausbildungsberufe’ – a necessary and complex ingredient of the ‘Dual’ apprenticeship frameworks - LORENZ LASSNIGG

This chapter critiques the various socio, historical and political pressures brought to bear on the Austrian apprenticeship system. A quantitative approach is used to unravel the many stakeholders involved and how these have impinged on the evolution of the entire system. The Austrian system, with roots in the Germanic tradition, is argued to be unique in that there is a tight linkage between occupations and industry needs. In particular, the system used to ‘create new occupations’ is of interest due to the rapidly changing world of work.

Chapter 3

Occupational preparation for manual work: fitter/machinists and concrete operators- ERICA SMITH

Here, a comparative study is used to examine how two trades, have differing ways to prepare people for work. The study explores the ‘skilled’ vs ‘unskilled’ divide and how occupations become privileged through historical evolution (i.e. older occupations); support from trade unions; and a tradition of apprenticeship. This privileging allows for some occupations to have higher regard in the public eye and others to maintain their reputation as ‘dirty work’. Yet, all occupations have inherent skill complexity. Lots of food for thought in this article.

Chapter 4

Perspectives of beginning trades tutors on teaching and learning- SELENA CHAN

My chapter draws from the first project I undertook for Ako Aotearoa. This article, focuses on the concept of drawing from the knowledge and skill sets of trades practitioners, to support their ‘boundary crossing’ to become vocational educators. The article argues for a ‘strengths’ based approach instead of the prevalent ‘top-down’ and ‘we know best’ model whereby trades people, have to adopt the ways of teaching and learning which come through the school and higher education sectors. In particular, the chapter advocates for using apprenticeship approaches to assist new trades teachers and to introduce theories of learning (cognitive apprenticeship etc.) and types of learning literature, which align to trades people life and work experiences.

Chapter 5

A typology of occupational teachers’ capacities across the three academic levels - SAI LOO

Here, the editor presents a chapter on connecting the pedagogical practices across VET, higher and professional education. The epistemological focuses and perspectives are used, along with the framework of Berstein’s notions of knowledge to find commonalities and differences across the sectors. The knowledge schemas of teachers is expanded to include the range of knowledge, experiences, skills and abilities which inform teaching.

Chapter 6

Education and training in human movement programmes: stakeholder perspectives- SALLEE CALDWELL AND MELINDA HALL

In this chapter, the context of human movement and development is used to study how stakeholders perceive the preparation of students for work. A good example of engaging stakeholders and using the data to inform curriculum development and student learning.

Chapter 7

Educating work-ready youth workers: designing a university program for Australian and international contexts- JENNIFER BROOKER

Here, the preparation of youth workers within a university programmes is studied. Of interest is how the university, re-configured the programme to be more similar to VET type programmes, with a better balance between theory and practice.

Chapter 8

Learning to become an entrepreneur in unfavourable conditions: the case of new-entrants in the context of the Greek debt-crisis- KONSTANTINOS KARANASIOS AND THOMAS LANS

This is an interesting study, on how young people were assisted to move into agriculture whilst the country was wrestling with the challenges of an economy in meltdown. Of interest was the use of critical incidents technique to gather data. The 3-P model – presage, process and product – was also rationalised as a means to identify workplace factors which influence learning.

Chapter 9

Professionalism and affective learning for new prison officers: learning values, attitudes and behaviours in training at the Scottish Prison Service- KATRINA MORRISON

Reports on a longitudinal study of recruits into the Scottish prison service to understand how a new Officer Foundation programme has progressed. The programme has an emphasis on values, attitudes and behaviours as compared to previous iterations which had training focuses.

Chapter 10

The journey from healthcare assistant to assistant practitioner: working and learning- CLAIRE THURGATE

The journey of healthcare assistants to become assistant practitioners is described and illuminated in this chapter. Of relevance is the ways in which these learners were supported to become more self-directed. A conceptual framework is presented to describe and support healthcare assistants to become assistance practitioners.

Chapter 11

Understanding and appraising medical students’ learning through clinical experiences: participatory practices at work- STEPHEN BILLETT AND LINDA SWEET

This chapter reports on medical students’ learning during their clinical experience through ‘relational interdependence’. The authors argue that the process is reliant on the two-dimensional relationship between the affordances provided by the organisation and the way in which learners choose to engage with these.

Chapter 12

Learning decision making in Emergency Medicine- DUNCAN THOMAS CARMICHAEL

The decision making processes of emergency physicians is used to provide insights into how skills and experiences are honed through workplace learning.

Chapter 13

Reflections on the occupational practice- SAI LOO

The concluding chapter provides an overview of the findings, conclusions and implication for occupational education across the various systems, levels and disciplines presented in the 11 chapters.

Overall, a good collection of chapters, attesting to the contextualised and specialised journeys of people becoming through learning, work and reflection, to take on occupational identity.