Work-Integrated Learning Experiences of South African Technical and Vocational Education and Training Lecturers

Autor/inn/en	Mesuwini, Joseph; Thaba-Nkadimene, Kgomotlokoa Linda; Mzindle, Duduzile; Mokoena, Sello
Titel	Work-Integrated Learning Experiences of South African Technical and Vocational Education and Training Lecturers
Quelle	In: International Journal of Work-Integrated Learning, 24 (2023) 1, S.83-97 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Vocational Education; Vocational Education Teachers; Work Experience Programs; Experiential Learning; Teacher Attitudes; Instructional Improvement; Theory Practice Relationship; Teacher Effectiveness; Pedagogical Content Knowledge; Soft Skills; Work Environment; Teacher Education; Foreign Countries; College Faculty; Skill Development; South Africa + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerverhalten; Unterrichtsqualität; Theorie-Praxis-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Arbeitsmilieu; Lehrerausbildung; Lehrerbildung; Ausland; Fakultät; Kompetenzentwicklung; Qualifikationsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertise and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01