Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

Ogbuanya, Theresa Chinyere; Shodipe, Taiwo Olabanji

doi:10.1108/jwl-02-2021-0015

Cited by 5 publications

(6 citation statements)

References 106 publications

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“…The findings have implications for theories in the field of vocational education and contribute to the existing literature on the importance of contextual and experiential learning in vocational settings. It also implies that it is essential to build a strong relationship between vocational teachers' teaching methodology and their learning in the workplace in the context of vocational education (Ogbuanya and Shodipe, 2022). Given the applied, skills-based focus of vocational education, workplace learning has particular relevance for vocational teachers' ongoing professional development.…”

Section: Discussionmentioning

confidence: 99%

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

Zhao,

2024

JWL

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Purpose This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration. Design/methodology/approach Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories. Findings The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice. Research limitations/implications The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings. Practical implications Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios. Originality/value This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

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Section: Discussionmentioning

confidence: 99%

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

Zhao,

2024

JWL

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“…It involves the interaction between teachers, students, content, and the disposition required for effective learning (Ogbuanya & Shodipe, 2022). Its purpose is to help learners acquire the knowledge and skills needed to achieve their objectives (Cardullo et al, 2021).…”

Section: Knowledge Of Instructional Deliverymentioning

confidence: 99%

“…Previous researches have focused on several other areas like pedagogy and classroom practices, curriculum development process and implementation, pre-service teachers' workplace learning, Vocational Education and Training teachers' professionalism (Hautz, 2022;Ogbuanya & Shodipe, 2022). This study focused on building aspiring teachers' capabilities, professional and skills development as an auspice to quality teaching practice in TVET institution.…”

Section: Introductionmentioning

confidence: 99%

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

Shodipe,

Ogbuanya

2024

Euro J of Education

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There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.

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“…Vocational school education is academic education, divided into secondary and higher vocational school education. Ebrahimi et al (2022), Zhou (2022), Breuer and Baumert (2022), Ogbuanya and Shodipe (2022), Tielman et al (2022), Luteijn et al (2022), Cattaneo et al (2022), Cui (2022), Chuan and Ibsen (2022).…”

Section: Vocational Educationmentioning

confidence: 99%

Research on Strategies for Improving the Governance Efficiency of International Cooperative Education

Xiao

2023

Int. J. Eng. Tech. Mgmt. Res.

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Governance includes the state, the private sector, and civil society, all of which play an important role in sustained human development. The state constructs a feasible political and legal environment, the private sector creates employment and income opportunities, civil society assists in political and social interaction, and mobilizes various forces to participate in economic, social, and political activities. Vocational education is a product of social development, the development of human civilization, and can also be said to be a product of human self-development. And it is a product of development to a special period. Vocational education benefits society, and society can also benefit from vocational education. Promoting social development is a necessary and sacred duty of vocational education. Building an international cooperation platform for vocational education based on regional advantages, development strategies, pillar industries, and talent needs is a key component of the reform of the vocational education system construction. In this context, how to improve the governance system of vocational undergraduate cooperative education, enhance governance efficiency, and provide internal support for the high-quality development of vocational education has become an urgent problem to be solved. This article is based on Sino foreign cooperative education for vocational undergraduate students, studying the basic connotation, specific characterization, and improvement strategies of governance efficiency, providing theoretical support for building a high-quality Sino foreign cooperative education system for vocational education.

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Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

Cited by 5 publications

References 106 publications

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

Research on Strategies for Improving the Governance Efficiency of International Cooperative Education

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