Working Knowledge in Vocational Education; Hands-on Activities as the Rotation Point for Learning

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The conceptions of Vocational pedagogy and Vocational didactics are new concepts in educational theory. They have developed in relation to an understanding of teaching/learning processes where workshop learning in schools and learning in working life is at the core. Vocational education contains a variety of different traditions and educational roads, but they are all based on learning through practical activities. Vocational pedagogy is a learner-centred approach to teaching and learning, where the relation between the student and the task is at the core. The central aspect of Vocational Pedagogy is that the work activity itself is the rotation point for learning. In this work I start to explore ways of seeing the unity and variations in curriculum development in vocational didactics brought about by the changes in technology and the development on the manual labour market and in vocational education during the last decades. I also discuss the central problematic of moving from “learning in praxis” to “general knowledge” in a variety of vocational fields in the point of tensions between learning in schools and learning in work life.

Journal

  • 技術教育学の探求

    技術教育学の探求 15 26-36, 2016-10-31

    名古屋大学大学院教育発達科学研究科　技術・職業教育学研究室

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