Exploring vocational pedagogy and collaborative work-based learning of students as the manifestation of vocational teachers’ workplace learning

Exploring vocational pedagogy and collaborative work-based learning of students as the manifestation of vocational teachers’ workplace learning

• Zhao, Yanmin The Education University of Hong Kong

2021

• Q Philosophy of Education, Educational System & School At Different Levels
  • QF Vocational & Technical Education

Workplace Learning Model Vocational Pedagogy Learner Engagement Collaborative Learning Environment Adaptive Instructions

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This folio is a collection of three separate research papers which includes one theoretical paper and two other empirical studies and each contribution can also be read as a stand-alone article. The overall aims of the folio are to revise the proposed vocational teachers’ workplace learning model and its practical application into teaching and learning in vocational education and training and to illustrate how vocational teachers enact vocational pedagogy developed from classroom-based learning. Moreover, the folio also further addresses vocational students’ learning in the work-based collaborative learning environment. Following the revised theoretical model of workplace learning, the two empirical research studies reflect on occupational pedagogy and teachers’ work-related knowledge and experiences in collaborative learning and adaptive instructions. The second paper mainly focuses on vocational teaching behaviours in facilitating practice-based teaching pedagogy concerning students’ occupational learning, which implied on the practical importance of collaborative instructions in vocational pedagogy and students’ participation in hands-on activities. The contribution of the third paper relates to the findings of the second paper, and the third paper contributes to vocational students’ learning patterns and learning participation concerning collaborative learning environments and adaptive instructions through dialogic analysis of classroom observations. These findings implies on interactive work-based learning in vocational teaching and learning relating to professional education, the vocational curriculum, and knowledge and experience. All rights reserved.

EdD

The Education University of Hong Kong

Hong Kong

• English

Dissertation Theses

https://bibliography.lib.eduhk.hk/bibs/efe16c58

2024-10-09