Scaffolding Learners' Self-Regulation in Workplace Learning: Design of a Pedagogical Pattern for Placements

Autor/inn/en	Smith, Christine; Curtis, Lucill J.
Titel	Scaffolding Learners' Self-Regulation in Workplace Learning: Design of a Pedagogical Pattern for Placements
Quelle	In: Journal of Vocational Education and Training, 72 (2020) 3, S.396-414 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Christine) ORCID (Curtis, Lucill J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2019.1612936
Schlagwörter	Scaffolding (Teaching Technique); Self Control; Workplace Learning; Job Placement; Foreign Countries; Career Readiness; Employment Potential; Employer Attitudes; Student Attitudes; Professional Identity; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Employment service; Employment services; Arbeitsvermittlung; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Arbeitgeberinteresse; Schülerverhalten; Collegestudent; Großbritannien
Abstract	Work placements and workplace learning are increasingly integral components of undergraduate degrees, run within post-compulsory educational institutions; both in universities and further education colleges in the United Kingdom (UK). The intent in workplace learning is to help students attain the work-ready competencies (or employability) sought by graduate employers. By consequence, the UK's Higher Education (HE) and Further Education (FE) sectors are under pressure to identify and respond to students' needs during this important, but often challenging transition to workplace learning. Conceptual considerations around work placements, drawing from employer and students' perspectives on the challenges of placements are presented. This analysis contributes to discussions on students' preparation and transition into work contexts, focusing on promoting self-regulation, as part of developing students' capacities for this kind of independent learning and in building students' pre-professional identities. The design of an outline 'pedagogical pattern' for scaffolding transition into work placements is provided, as a systematic approach to scaffolding students during transition and to aid workplace learning. Significantly, the pattern articulates the contemporary challenges associated with student support and self-regulation in commencing workplace learning, while recommending a flexible web-based solution that is informed by authentic student perceptions of placement support needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01