Applied Learning Educators Breaching Boundaries Storming Barriers

Autor/in	Schulz, Christine
Titel	Applied Learning Educators Breaching Boundaries Storming Barriers
Quelle	(2013), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Skill Development; Experiential Learning; Foreign Countries; Secondary Education; Adult Education; Vocational Education; Teacher Attitudes; Teaching Conditions; Job Skills; Communities of Practice; Barriers; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Sekundarbereich; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Produktive Fertigkeit; Community; Australien
Abstract	This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of 'crossing boundaries', or acting outside 'comfort zones' becomes 'normalised'. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years' pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators' everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01