I’ve collated a few”free” papers, related to vocational pedagogy, for no other reason than it seemed to be an idea. Others might find it useful, a way forward for vocational teaching and learning perhaps.
The first is “How to teach vocational education: a theory of vocational pedagogy” by Bill Lucas, Ellen Spencer and Guy Claxton
The second is a presentation about Vocational pedagogy by James Avis.
Finally a paper by Kevin Orr and Denise Robinson.
For those who haven’t encountered vocational pedagogy before there are some quotes and links to papers below:
Vocational pedagogy, as we have already suggested, is the science, art, and craft of teaching that prepares people for certain kinds of working lives. It is critically shaped by the decisions which are taken by teachers – both high-level strategies, and day-to-day ‘in-the-moment’ ones – and the values which inform all interactions with students. Pedagogy is necessarily concerned with the particular practices and processes by which knowledge is produced, skills are developed and habits of mind are cultivated. In this report we will seek to avoid providing simplistic binary alternatives whenever we are considering pedagogic choices.
A knowledge-driven economy’ that would usher in an era of unbridled creativity where a workforce of knowledge workers, would command ‘authorship’ over their own work routines and activities, would be created. (Keep and James, 2012:211)
Learners need to be encouraged to conceptualise their experiences in different ways and for this conceptualisation to serve different curriculum purposes. This is very similar to what Freire has defined (Freire and Macedo, 1999) as the role of the teacher –to create ‘pedagogic spaces’, in other words, to use his/her expertise to pose problems in order to help learners analyse their own experiences and arrive at a critical understanding of their reality. (Guile and Griffiths, 2001, p125)
Moody and Wheelahan (2012: 324) differentiate academic and vocational teaching because vocational teachers “have a greater role in mediating the social context of vocational education than they have in school and higher education.”