Loo, SY;
(2016)
Training of Teachers of Occupation-Related Programmes.
In:
Teacher Education Assessment, Impact and Social Perspectives.
(pp. 23-40).
Nova Science Publishers: New York, NY, USA.
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Abstract
The international debates surrounding teaching acknowledge the complexity of this activity. Perhaps one may argue that the teaching of occupation-related courses offers an additional challenge. These courses encompass pre-university, university and professional levels. There are lacuna of research in the areas of: teaching knowledge of teachers with occupational-related courses and a curriculum solution to the training of such teachers. This chapter seeks to address these two gaps in the training of teachers of occupation-related programmes. The first relates to teaching knowledge by examining critically the notion of teaching knowledge and its import in teacher education/training curriculum and alongside these, the need for research-based evidence. The second refers to a pedagogical solution using digitally recorded teaching sessions as a reflective peer review process to collaboratively and constructively support peer learning and enhance quality teaching via teaching knowledge. This chapter also draws on theoretical frameworks relating to the studies surrounding teaching knowledge, the importance of knowledge in curricula, and the use of recontextualisation processes to gain a better understanding of the uses of teaching knowledge in the training of teacher of occupational courses. The other frameworks draw on multimodality for understanding the interactions of digital technologies and reflective learning for collaborative peer review learning. The empirical data is drawn from two projects using qualitative and quantitative research methods. These studies were carried out in England. One studied the teaching knowledge of those delivering occupational courses and they included those teaching on: pre-university areas such as equine studies and gas fitting; university programmes such as dental hygiene and accountancy; and professional areas of clinical studies (e.g. general medicine and emergence medicine). The other study investigated the application of digitally recorded teaching sessions. After a re-examination of the data in order to focus on the aims of the investigation, the discussion and findings are delineated from the two projects together with the theoretical frameworks. The chapter finally offers contributions from this paper and implications for individual teachers, related institutions and policy-makers.
| Type: | Book chapter |
|---|---|
| Title: | Training of Teachers of Occupation-Related Programmes |
| ISBN: | 1634842804 |
| ISBN-13: | 9781634842808 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://novapublishers.com/shop/teacher-education-... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Teacher training, Occupation-related courses, Pre-university, University, Professional, Teaching knowledge, Curriculum, Recontextualisation, Multimodality, Reflective peer review, Empirical data, Equine studies, Gas fitting, Dental hygiene, Accountancy, Clinical studies |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1541075 |
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