Humanistic elements in the educational practice at a United States sub-baccalaureate technical college.

Autor/inn/en	Chen, Peng; Schmidtke, Carsten
Titel	Humanistic elements in the educational practice at a United States sub-baccalaureate technical college.
Quelle	In: International journal for research in vocational education and training, 4 (2017) 2, S. 117-145Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.4.2.2
URN	urn:nbn:de:0111-pedocs-149508
Schlagwörter	Humanistische Bildung; Empirische Untersuchung; Interview; Bildungsgeschichte; Einstellung (Psy); Berufsausbildung; Curriculum; Interview; Lehrer; USA; Humanistische Bildung; Berufsbildungssystem; College; College; Lehrer; Curriculum; Wertevermittlung; Berufsausbildung; Berufsbildungssystem; Technische Schule; USA
Abstract	Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although. This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/1