Developing and Sustaining New Pedagogies: A Case for Embedding Language, Literacy and Academic Skills in Vocational Education Curriculum

Autor/inn/en	Moraitis, Peter; Carr, Amanda Jane; Daddow, Angela Audrey
Titel	Developing and Sustaining New Pedagogies: A Case for Embedding Language, Literacy and Academic Skills in Vocational Education Curriculum
Quelle	In: International Journal of Training Research, 10 (2012) 1, S.58-72 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2012.10.1.58
Schlagwörter	Expertise; Discourse Communities; Vocational Education; Curriculum Design; Curriculum Development; Sustainability; Skill Development; Integrated Curriculum; Literacy; Nontraditional Students; Teacher Collaboration; Models; Educational Improvement; Instructional Development; Instructional Effectiveness; English Instruction; Content Area Writing + Suchen Sie Ihr Suchwort? Expert appraisal; Ausbildung; Berufsbildung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nachhaltigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerkooperation; Analogiemodell; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; English langauage lessons; Englischunterricht; Schriftliche Übung
Abstract	This paper reports on a collaborative project aimed at addressing the learning challenges faced by non-traditional students at the interface of TAFE and Higher Education. Our pedagogy is informed by engagement with a critique of competency-based education that espouses "bringing knowledge back into" the curriculum (Wheelahan, 2010a) and a critique of progressivist language pedagogy that calls for explicit instruction about the distinctive language features of disciplinary knowledge (Martin & Rose, 2008). We describe how we have used the concepts of "discourse community" and "discoursal identity" to construct a pedagogy that enables students: 1) to learn the "knowledge" and "language" of their course, both for work and further study; and 2) to begin to develop a critical perspective on the discourse community into which they are being inducted. We also illustrate why close collaboration between discipline teachers and teachers with language and learning expertise is intrinsic to the successful design and enactment of this pedagogy. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10