Title: Workplace learning in the professional development of vocational education teachers
Source document: Studia paedagogica. 2018, vol. 23, iss. 2, pp. [43]-58
Extent
[43]-58
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-2-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/138251
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Workplace learning is defined variously and plays a pivotal role in the enhancement of vocational education teachers' practices. Based on a comprehensive desk-based review of the related literature, this article defines and discusses the concept of workplace learning and its contribution to vocational education teachers' continuous professional development. The article demonstrates explicitly that the existing theoretical frameworks guiding workplace learning are mainly drawn from different learning theories. Among these, Illeris's (2011) learning model is found to be theoretically sound and to provide a foundation to be extended to hypothesise about the relationships of various key concepts discussed in association with the workplace learning of vocational education teachers. Three lines of arguments have been identified for providing support to Illeris' model: (1) the significance of workplace learning practices, (2) individual and social aspects of learning situations, and (3) individual and social levels of workplace learning. In addition, based on Illeris's model and related literature on teacher professional development, the article proposes a workplace learning model for vocational education teachers and evaluates its implications for vocational education teachers' professional development, work identities, and transfer of knowledge into practice in the working situation in vocational education and training.
References
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[26] Jacobs, R. L., & Park, Y. (2009). A proposed conceptual framework of workplace learning: Implications for theory development and research in human development. Human Resource Development Review, 8(2), 133–150. | DOI 10.1177/1534484309334269
[27] Jarvis, P. (2011). Adult learning in the social context. New York: Routledge.
[28] Jorgensen, C. H., & Warring, N. (2003). Learning in the workplace: The interplay between learning environments and biographical learning trajectories. In C. H. Jorgensen & N. Warring (Eds.), Adult education and the labour market VII B (pp. 9–33). Copenhagen: Roskilde University Press.
[29] Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. New Jersey: FT Press.
[30] Köpsén, S. (2014). How vocational teachers describe their vocational teacher identity. Journal of Vocational Education & Training, 66(2), 194–211. | DOI 10.1080/13636820.2014.894554
[31] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
[32] Li, L., Ji, G., & Li, G. (2010). Analyses vocational education teachers' career planning and professional development. Education Exploration, 8(2), 103–104.
[33] Lloyd, C., & Payne, J. (2012). Raising the quality of vocational teachers: Continuing professional development in England, Wales and Norway. Research Papers in Education, 27(1), 1–18. | DOI 10.1080/02671522.2010.483524
[34] Lucas, N., Loo, S., & McDonald, J. (2005). Combining 'subject knowledge' with 'how to teach': An exploratory study of new initial teacher education for teachers of adult literacy, numeracy and English for speakers of other languages. International Journal of Lifelong Education, 24(4), 337–350. | DOI 10.1080/02601370500169244
[35] Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., & Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. Empirical Research in Vocational Education and Training, 9(1), 1–22. | DOI 10.1186/s40461-017-0053-4
[36] Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23–40.
[37] Peng, M. C. (2014). Analyzing the professional development of vocational education teachers from workplace learning perspective. Journal of Changchun Education Institute, 30(23), 119–120.
[38] Schaap, H., Baartman, L., & Bruijn, E. (2012). Students' learning processes during schoolbased learning and workplace learning in vocational education: A review. Vocations and Learning, 5(2), 99–117. | DOI 10.1007/s12186-011-9069-2
[39] Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and learning, 6(1), 11–36. | DOI 10.1007/s12186-012-9091-z
[40] Vähäsantanen, K., & Billett, S. (2008). Negotiating professional identity: Vocational teachers' personal strategies in a reform context. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 35–49). Rotterdam: Sense Publishers.
[41] Wang, W. M. (2014). Literature overview on connotation of TVET teachers' professional development. Journal of Wuhan Polytechnic, 13(4), 9–13.
[42] Wang, Q., & Deng, Y. X. (2013). Workplace learning theory in the use of teachers' professional development. Teaching and Management, (6), 36–38.
[43] Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. | DOI 10.1177/135050840072002
[44] Wheelahan, L., & Moodie, G. (2011). The quality of teaching in VET: Final report and recommendations. Canberra: Australian College of Educators.
[45] Young, M. F. D. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Abingdon: Routledge.
[46] Yu, Q. (2015). Improvement of teacher qualification for secondary vocational education teachers of general courses. Teacher Education Research, 27(3), 25–30.
[2] Andersson, P., & Köpsén, S. (2015). Continuing professional development of vocational teachers: Participation in a Swedish national initiative. Empirical Research in Vocational Education and Training, 7(1), 1–20. | DOI 10.1186/s40461-015-0019-3
[3] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. | DOI 10.1037/0033-295X.84.2.191
[4] Barnett, R. (1999). Learning to work and working to learn. In D. Boud & J. Garrick (Eds.), Understanding Learning at Work (pp. 29–44). London: Routledge.
[5] Billett, S. (1994). Situated learning: A workplace experience. Australian Journal of Adult and Community Education, 34(2), 112–130.
[6] Billett, S. (2000). Guided learning at work. Journal of Workplace Learning, 12(7), 272–285. | DOI 10.1108/13665620010353351
[7] Billett, S. (2001a). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431–452. | DOI 10.1016/S0959-4752(00)00040-2
[8] Billett, S. (2001b). Learning in the workplace: Strategies for effective practice. Sydney: Allen & Unwin.
[9] Billett, S. (2002). Critiquing workplace learning discourses: Participation and continuity at work. Studies in the Education of Adults, 34(1), 56–67. | DOI 10.1080/02660830.2002.11661461
[10] Billett, S. (2004). Workplace participatory practices: Conceptualising workplaces as learning environments. Journal of Workplace Learning, 16(6), 312–324. | DOI 10.1108/13665620410550295
[11] Broad, J. H. (2016). Vocational knowledge in motion: Rethinking vocational knowledge through vocational teachers' professional development. Journal of Vocational Education & Training, 68(2), 143–160. | DOI 10.1080/13636820.2015.1128962
[12] Cairns, L., & Malloch, M. (2011). Learning in the workplaces: Communities of practice and beyond. In M. Malloch, L. Cairns, K. Evans, & B. N. O'Connor (Eds.), The Sage handbook of workplace learning (pp. 73–85). London: Sage.
[13] Davids, A. I. R., Bossche, P. V., Gijbels, D., & Garrido, M. F. (2016). The impact of individual, educational, and workplace factors on the transfer of school-based learning into the workplace. Vocations and Learning, 10(3), 275–306. | DOI 10.1007/s12186-016-9168-1
[14] Desimone, L. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. | DOI 10.3102/0013189X08331140
[15] Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 73–247. | DOI 10.1080/158037042000225245
[16] Fuller, A., Hodkinson, H., Hodkinson, P., & Unwin, L. (2005). Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning. British Educational Research Journal, 31(1), 49–68. | DOI 10.1080/0141192052000310029
[17] Fuller, A., & Unwin, L. (2011). Workplace learning and the organization. In M. Malloch, L. Cairns, K. Evans, & B. N. O'Connor (Eds.), The Sage handbook of workplace learning (pp. 46–59). London: Sage.
[18] Hodkinson, H., & Hodkinson, P. (2004a). Rethinking the concept of community of practice in relation to schoolteachers' workplace learning. International Journal of Training and Development, 8(1), 21–31. | DOI 10.1111/j.1360-3736.2004.00193.x
[19] Hodkinson, P., & Hodkinson, H. (2004b). The significance of individuals' dispositions in workplace learning: A case study of two teachers. Journal of Education and Work, 17(2), 167–182. | DOI 10.1080/13639080410001677383
[20] Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers' workplace learning. Research Papers in Education, 20(2), 109–131. | DOI 10.1080/02671520500077921
[21] Hutchison, D. (2004). A natural history of place in education. New York and London: Teacher College Press.
[22] Illeris, K. (2003). Workplace learning and learning theory. Journal of Workplace Learning, 15(4), 167–178. | DOI 10.1108/13665620310474615
[23] Illeris, K. (2005). A model for learning in working life. Journal of Workplace Learning, 8(16), 431–441.
[24] Illeris, K. (2009). A comprehensive understanding of human learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists... in their own words (pp. 7–20). London: Routledge.
[25] Illeris, K. (2011). Workplaces and learning. In M. Malloch, L. Cairns, K. Evans, & B. N. O'Connor (Eds.), The Sage handbook of workplace learning (pp. 32–45). London: Sage.
[26] Jacobs, R. L., & Park, Y. (2009). A proposed conceptual framework of workplace learning: Implications for theory development and research in human development. Human Resource Development Review, 8(2), 133–150. | DOI 10.1177/1534484309334269
[27] Jarvis, P. (2011). Adult learning in the social context. New York: Routledge.
[28] Jorgensen, C. H., & Warring, N. (2003). Learning in the workplace: The interplay between learning environments and biographical learning trajectories. In C. H. Jorgensen & N. Warring (Eds.), Adult education and the labour market VII B (pp. 9–33). Copenhagen: Roskilde University Press.
[29] Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. New Jersey: FT Press.
[30] Köpsén, S. (2014). How vocational teachers describe their vocational teacher identity. Journal of Vocational Education & Training, 66(2), 194–211. | DOI 10.1080/13636820.2014.894554
[31] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
[32] Li, L., Ji, G., & Li, G. (2010). Analyses vocational education teachers' career planning and professional development. Education Exploration, 8(2), 103–104.
[33] Lloyd, C., & Payne, J. (2012). Raising the quality of vocational teachers: Continuing professional development in England, Wales and Norway. Research Papers in Education, 27(1), 1–18. | DOI 10.1080/02671522.2010.483524
[34] Lucas, N., Loo, S., & McDonald, J. (2005). Combining 'subject knowledge' with 'how to teach': An exploratory study of new initial teacher education for teachers of adult literacy, numeracy and English for speakers of other languages. International Journal of Lifelong Education, 24(4), 337–350. | DOI 10.1080/02601370500169244
[35] Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., & Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. Empirical Research in Vocational Education and Training, 9(1), 1–22. | DOI 10.1186/s40461-017-0053-4
[36] Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23–40.
[37] Peng, M. C. (2014). Analyzing the professional development of vocational education teachers from workplace learning perspective. Journal of Changchun Education Institute, 30(23), 119–120.
[38] Schaap, H., Baartman, L., & Bruijn, E. (2012). Students' learning processes during schoolbased learning and workplace learning in vocational education: A review. Vocations and Learning, 5(2), 99–117. | DOI 10.1007/s12186-011-9069-2
[39] Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and learning, 6(1), 11–36. | DOI 10.1007/s12186-012-9091-z
[40] Vähäsantanen, K., & Billett, S. (2008). Negotiating professional identity: Vocational teachers' personal strategies in a reform context. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging perspectives of workplace learning (pp. 35–49). Rotterdam: Sense Publishers.
[41] Wang, W. M. (2014). Literature overview on connotation of TVET teachers' professional development. Journal of Wuhan Polytechnic, 13(4), 9–13.
[42] Wang, Q., & Deng, Y. X. (2013). Workplace learning theory in the use of teachers' professional development. Teaching and Management, (6), 36–38.
[43] Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. | DOI 10.1177/135050840072002
[44] Wheelahan, L., & Moodie, G. (2011). The quality of teaching in VET: Final report and recommendations. Canberra: Australian College of Educators.
[45] Young, M. F. D. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Abingdon: Routledge.
[46] Yu, Q. (2015). Improvement of teacher qualification for secondary vocational education teachers of general courses. Teacher Education Research, 27(3), 25–30.