Pedagogical Strategies for Work-Based Learning. IEE Working Paper No. 12.

Autor/inn/en	Hughes, Katherine L.; Moore, David Thornton
Institution	Columbia Univ., New York, NY. Inst. on Education and the Economy.
Titel	Pedagogical Strategies for Work-Based Learning. IEE Working Paper No. 12.
Quelle	(1999), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Education Work Relationship; Experiential Learning; Learning Activities; Mentors; On the Job Training; Partnerships in Education; Pedagogical Content Knowledge; School Business Relationship; Secondary Education; Task Analysis; Teaching Methods; Theory Practice Relationship; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Training-on-the-Job; Hochschulpartnerschaft; Pädagogische Kompetenz; Sekundarbereich; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Ausbildung; Berufsbildung
Abstract	Fourteen school-to-work programs characterized by strong work-based learning components and solid employer involvement were examined in a 3-year study to identify pedagogical factors associated with successful work-based learning programs. The main data collection activities were as follows: site visits to the 15 programs to interview faculty, staff, students, and employers and to observe any classroom-based links to the work-based learning components; 2 telephone surveys (a survey of employers participating in the programs and a survey of employers not participating in programs); and case studies of 5 of the programs that included observations and interviews with 26 student interns. The researchers used a task analysis framework that was designed to analyze the situated pedagogy of particular work contexts. The following pedagogical strategies were identified and analyzed: front-loaded instruction; on-the-job training; just-in-time instruction; back-loaded instruction; mutual self-instruction; laissez-faire instruction; observation; and mentoring. Among the pedagogical tactics used within each strategy were the following: lecturing; tours; modeling/demonstrating; dry runs; giving orders; helping out; coaching; critical feedback; testing and checking; storytelling; reminding; trial and error; and practice. The case studies emphasized the importance of educators enhancing students' learning opportunities at the workplace with connected activities and exercises back at school. (Contains 22 references.) (MN)
Anmerkungen	For full text: .
Erfasst von	ERIC (Education Resources Information Center), Washington, DC