Lucas, B., Spencer, E. & Claxton, G. (2012). How toteach vocational education: A theory of vocational pedagogy. City and GuildsCentre for Skill Development. London, UK.
This report came through late in 2012 through my Google Scholar alerts and opened
up a good resource for all vocational educators to explore. The report is written with practitioners in mind, so well
laid out and written in clear language.
The 2012 report builds on work by Professors
Guy Claxton and Bill Lucas (who lead the Centre for LifeLong learning at the University of Winchester) including the following:
Bodies of Knowledge; how the learning sciences could
transform practical and
vocational education (2010). London: Edge Foundation. see blog entry for summary.
Mind the Gap; Research and reality in practical and
vocational education (2010).
London: Edge
Foundation. - which reviews the current state of Practical and
Vocational Education
(PVE), drawing on research from across
the world.
The Pedagogy of Work-based Learning: A brief overview
commissioned by the
DCSF 14-19 Expert Pedagogy Group (2010).
London: DCSF - describing some of the main traditions in the pedagogy of work-related learning.
The need for a vocational education pedagogy is outlined in the
introduction section. In the second section, the approach used is
substantiated, including some ‘contextual notes’ about the lack of a vocational
pedagogy due to the lack of clarity about the purposes of Voc. Ed. (see blog on Billett’s book for a deeper discussion); the dual professional identity of vocational practitioners as teachers (see previous work on boundary crossing from tradeworker to trades tutor); inadequate models and poor analogies for Voc. Ed. ;
and reluctance of Voc. Ed. Teachers to use ‘theory’.
Page 30 – the report at a glance, provides a graphical guide
to the rest of the report.
Goals (Section 3) and Outcomes (Section 4) are then
summarised – these draw on previous reports produced by the authors – as above.
Section 5 introduces the
teaching methods that work. Learning by watching, imitation, practicing,
through feedback, through conversation, by teaching and helping, by real-world
problem solving, through inquiry, critical thinking, listening / transcribing
and remembering, drafting and sketching, reflecting, ‘on the fly’, being
coached, competing, through virtual environments, simulations and playing
games. I will draw on these for current project - learning a trade - now funding is approved by Ako Aotearoa Southern Hub.
Section 6 lays out the Voc. Ed. contexts for the students
(motivations and perceptions); teachers
and settings (physical space & culture of learning).
Section 7 on designing vocational pedagogy provides a
framework to bring together the ways in which decisions can be made about Voc.
Ed. pedagogy. Ten dimensions are
introduced with continuums between ‘poles’ so that the discipline / context /
learner etc. can be considered. Examples
include
- role of teacher as being from facilitative to didactic;
- nature of
activities to be learnt as being authentic to contrived;
- the means of knowing
to be from practice to theory; attitude to knowledge to range from questioning
to certain;
- organisation of time is extended or bound;
- organisation of space as
workshop to classroom;
- approach to task as group to individual; visibility of
process as obvious to hidden;
- proximity teacher between virtual to f2f; and
- role of learner from self-managed to directed.
Worked examples included for plumbing (being materials
focused), child care (people focused) and accountancy (symbols focused).
Overall, a good guide and beginning towards investigating
vocational education pedagogy. The report provides a framework to organise vocational
education curriculum. However, common
understanding of the framework needs to be established amongst vocational
educators. This will take time and is dependent on adoption and support by
National bodies and teachers of vocational educators. So some ‘marketing’ required of the concepts
and frameworks proposed. This may be planned to occur in the UK but there will
be little traction in NZ for the moment, due to unfamiliarity with the concepts. In NZ, there is also a need to allow for cultural diversity and relate frameworks to Maori pedagogy and other ways of doing. Plus tweaking to the NZ Voc. Ed. system to allow for smoother pathways from school to work / tertiary / vocational education.
2 comments:
I am a blogger writing about ways to use adolescent rebellion to engage teaching. I profoundly respect that you have 30 years of experience in this field. Can I perhaps interview you for my blog article? Please email me if you would be interested!
miriamoclifford@gmail.com
Nice post! Can’t wait for the next one. Keep stuff like this coming.
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