Literaturnachweis - Detailanzeige
| Autor/in | Abukari, Abdulai |
|---|---|
| Titel | Pedagogical Beliefs in Work-Based Learning: An Analysis and Implications of Teachers' Belief Orientations |
| Quelle | In: Research in Post-Compulsory Education, 19 (2014) 4, S.481-497 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359 6748 |
| DOI | 10.1080/13596748.2014.955644 |
| Schlagwörter | Beliefs; Teacher Attitudes; Research Projects; Qualitative Research; Statistical Analysis; Transfer of Training; Reflective Teaching; Educational Practices; Learning Experience; Workplace Learning; Higher Education; College Faculty; Program Descriptions; Teaching Experience; Online Surveys; Foreign Countries; Questionnaires; Semi Structured Interviews; United Kingdom |
| Abstract | This paper presents findings of a research project that aimed to critically examine the pedagogical beliefs of work-based learning teachers, and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some 120 academics working in the sector across the United Kingdom. Two pedagogical belief orientations emerged: "pedagogical belief A"--transfer of professional/working knowledge; and "pedagogical belief B"--facilitating learning and developing reflective practice. The paper argues that the ability of work-based learning teachers to look beyond their own beliefs and understanding of teaching to more strategically blended and shared understanding would be important to ensure that while teaching and learning meet academic quality standards, student learning experiences would meet expectations at the workplace. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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