Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (234 p.)

ISBN: 9781776341962 , 9781776341948 , 9781776341955

Series Statement: Disruptions in higher education: Impact and implication

Content: The idea of this book emerged from the Education Deans Forum (EDF) meeting held in Johannesburg in 2018. The forum discussed the twin issues of the 4IR and Decolonisation and how these were likely to impact the future development of Higher Education in South Africa. Essentially, this book provides scholarly analyses of a range of possible impacts of the two discourses. On one hand, the discourses are discussed as representing convergences and divergences in relation to their epistemological, ontological, axiological and methodological assumptions. On the other, they are portrayed as competing for dominance in the contemporary and future discourses in Higher Education. As a scholarly compilation of high-end research, the book is a must-read resource for academics generally and those in teacher education disciplines particularly. Issues of the automation of academic workspaces, impact of digital divides, the opportunities and constraints of the technologisation of curricula, pedagogies, teaching and learning and the intractable challenges of remote modalities of university instruction are dealt with by some of the leading thinkers in the South African academies

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 Online-Ressource (380 p.)

ISBN: 9781779952295

Content: This book’s research is on online pedagogical approaches devised by teacher educators and researchers to circumvent a face-to-face curriculum delivery during the COVID-19 pandemic. The challenge faced by educators was that they were uncertain of how to use digital technologies in teaching, learning and assessment productively. This book reports on case studies on teaching student teachers with technology in a way that advanced not only communication but also the cognitive growth of students in relation to disciplinary knowledge. The scholars from South African universities used both conceptual and empirical methodologies, mostly in qualitative set-ups. The scholarly contributions in this book are varied. They cover theoretical nuances for ICT use in education, considerations for the use of computers in the classroom, pedagogical thinking and pedagogical integration of ICTs in education, affordances of iPads in visible teaching and learning, supporting student cognition in Languages, Mathematics, Science, Engineering Graphics and Design with ICTs. The use of software applications such as GeoGebra and Excel in teaching and learning mathematics is researched, among others. The rich discussions that emerged from their research enable academics to learn from ‘others’ innovative moments that came as a result of pandemic pressure. The recommendations in this book can be used in blended learning beyond the COVID-19 era, as curriculum delivery methods are bound to change. The value of this book is that it reports on pedagogical innovations in using digital technologies in teacher education. Researchers have an opportunity to learn from this book how to deal with the tantalising teaching and learning problem of our time: How can the use of digital technology transform teaching and learning in general and teacher education in particular?

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 online resource (325 pages)

Edition: 1st ed. 2024.

ISBN: 9783031582066

Series Statement: Palgrave Studies in Technical and Vocational Education and Training,

Content: This book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning. The book is premised on the idea that as stories of actual, grounded teaching and learning practices emerge from South African colleges, a coherent picture of pedagogy can be established. With chapters by practising TVET educators writing about their own work, the volume seeks to reconceptualise vocational teaching and learning processes with diversity and inclusivity in mind. The book will be of interest to students and scholars of TVET and education in South Africa, as well as South African college practitioners and policymakers. Reuben Dlamini is Associate Professor in Educational Information and Engineering Technology at the University of the Witwatersrand, South Africa. Ian Moll is Honorary Senior Research Fellow at the University of the Witwatersrand, South Africa. Vasidevan Naiker is Senior Lecturer at the University of the Witwatersrand, South Africa.

Note: Chapter 1: Technical and vocational education and training in South Africa: A perspective -- Chapter 2: Disruptive Innovation and future of TVET -- Chapter 3: Digital Innovations -- Chapter 4: Characterisation of a TVET College lecturer -- Chapter 5: Management competencies in TVET colleges -- Chapter 6: RPL Promoting Educator Development -- Chapter 7: Lecturer work integrated learning -- Chapter 8: Work-Integrated Learning TVET -- Chapter 9: Learning theories in TVET pedagogy -- Chapter 10: Humanising Vocational Pedagogy -- Chapter 11: Establishing CoPs -- Chapter 12: Using digital technologies in TVET -- Chapter 13: Critical Subjects & Student Performance -- Chapter 14: Practical Activities in Technology Education teacher training – the Covid 19 dilemma.

Additional Edition: ISBN 9783031582059

Language: English

DOI: 10.1007/978-3-031-58206-6

UID:

Format: 1 online resource (325 pages)

Edition: 1st ed.

ISBN: 9783031582066

Series Statement: Palgrave Studies in Technical and Vocational Education and Training Series

Note: Intro -- Acknowledgments -- Contents -- List of Contributors -- List of Figures -- List of Tables -- 1 Technical and Vocational Education and Training in South Africa: A Perspective -- Introduction -- A Conceptual Overview of TVET in South Africa -- The Contribution of this Proposed Book -- References -- 2 Disruptive Innovation and the Future of Technical and Vocational Education: A Conceptual Analysis -- Introduction -- The Effects of DT on TVET -- Disruptive Innovations in Australia -- Disruptive Innovations in Bangladesh -- Disruptive Innovations in New Zealand -- The Current State of TVET in South Africa -- The Theory of Disruptive Innovation -- Incumbents are Improving Along a Trajectory of Innovation -- The Pace of Sustaining Innovation Overshoots Customer Needs -- Incumbents Have the Capability to Respond but Fail to Exploit It -- Incumbents Flounder Because of the Disruption -- What Do the Findings Mean for South African TVET Programs? -- Conclusion -- References -- 3 Digital Innovations: Individualization of Professional Education Through Phrónêsis in the TVET Landscape -- Introduction -- Phrónêsis Knowledge Ecosystem -- Professional Gap -- The Promise of Professionalizing Individuals in TVET Space -- Professional Knowledge and Practice -- Position of Digital Technology Within the TVET Space -- phrónêsis in the 4IR -- Conclusion -- Appendix -- References -- 4 The Characterisation of a TVET College Lecturer Within the World of Work -- Introduction and Background -- What Are the Current Challenges in the TVET College Sector? -- What Needs to be Done? -- What Questions Need to be Answered? -- Main Research Question -- Conceptual Framework -- Methodology -- Findings -- What Is Your Classroom Role in a TVET College When It Comes to Skills Development? -- How Does Your Teaching Experience Assist You in Developing Skills of Your Students?. , How Do TVET College Lecturers Construct Professional Identities Within the Sector? -- Conclusion -- Appendix -- References -- 5 The Management Competencies Required by Managers in South African TVET Colleges: A Coaching Perspective -- Introduction -- The Problem Contextualised -- Theoretical Framework -- Literature Review -- The Context of South African TVET -- Leadership and Management Issues in TVET Sector -- Instructional Leadership Model in TVET Colleges -- Competencies Required by Managers in TVET Colleges -- Coaching as an Intervention in Management Competencies -- Methodology -- Research Design -- Information and Criteria -- Data Collection -- Data Analysis -- Results and Analysis -- Conclusion -- Appendix 1 -- Appendix 2 -- References -- 6 Recognition of Prior Learning for Promoting Educator Development and Lifelong Learning: The Case of TVET Colleges -- Background to the Problem -- RPL Theoretical Perspectives -- Transformed Pedagogy -- Transformed Assessment -- Literature Review -- Review of RPL Challenges and Implementation in European Countries -- Review of RPL Challenges and Implementation in Asia -- Review of RPL Challenges and Implementation in Australia -- Review of RPL Challenges and Implementation in Africa -- Review of RPL Challenges and Implementation in South Africa -- Implications -- Concluding Remarks -- Appendix -- References -- 7 Work-Integrated Learning as a Pedagogical Tool to Integrate Theory and Practice for TVET Graduates -- Introduction -- WIL Typology -- Research Objective -- Research Question -- Conceptual Framework -- Literature Review -- Role of Technical and Vocational Education and Training -- TVET Globally -- TVET in Africa -- TVET in South Africa -- Education and Workforce -- Partnerships-Colleges, Employers and SETAs -- National Development Plan Approach. , The Disconnect Between the Industry and Graduates' Skills -- Gap Identified in Existing Literature -- Methodology -- Research Paradigm -- Case Study -- Data Sources -- Sampling Methods -- Instruments -- Data Analysis -- Ethical Considerations -- Results and Analysis -- Analysis of the Nature of Skills Set Interfaces -- Under Qualified and Inexperienced Lecturers -- Unprepared Students and Strikes for National Student Financial Aid Scheme (NSFAS) -- Poor Infrastructure and Under Resourced Workshops -- The Late Release of Results -- Lecturer-Student Ratio -- Language Barriers -- Political Pressure -- Policy Discrepancies -- Conclusion -- Appendix -- References -- 8 Work-Integrated Learning: A TVET Experience -- Background to the Study -- Problem Statement -- Methodology -- Literature Review -- Different Forms of WIL -- General Challenges Associated with the Implementation of WIL -- Challenges in Internships, Apprenticeships, and Cooperative Education Programmes -- Conclusion -- Recommendations -- Further Research -- References -- 9 Learning Theories in TVET Pedagogy -- Introduction -- Beyond 'Paradigms' -- Behaviourism -- Cognitivism -- Constructivism -- Socioculturalism -- Embodiment -- Conclusion -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- References -- 10 Humanising Vocational Pedagogy: The Influence of a University-Based Educator Professional Programme -- Introduction -- Humanising Pedagogy: A Brief Overview -- Advanced Diploma in Technical and Vocational Teaching -- Research Paradigm -- Study Sample -- Humanising Pedagogy in Action -- Trust, Love and Care -- Tolerance -- Implications for Advanced Diploma in Technical and Vocational Teaching -- Conclusion -- Appendix -- References -- 11 Establishing Professional Communities of Practice to Enhance Teacher Development in Technical Schools -- Introduction -- Communities of Practice. , Methodology -- Findings -- Phase I (2000-2007) -- Phase II (2008-2014) -- Phase III (2015-2021) -- Discussion -- Engagement -- Interactions and Relationships -- Culture -- Resources and Tools -- Routines in the Classroom -- Educational Technology -- Conclusions and Recommendations -- Appendix 1 -- Appendix 2 -- Appendix 3 -- References -- 12 Meaningful Learning Experience Using Digital Technologies in TVET: Towards Innovative Digital Pedagogy -- Introduction -- Traditional Vocational Pedagogy of TVET -- Digital Pedagogy in TVET -- Digital Capital in TVET -- Lecturer and Student Self-Efficacy and Digital Technology in TVET -- Technological Pedagogical Knowledge in TVET -- Meaningful Learning Theory -- Digital Pedagogical Practices in Different Countries -- Discussion of Findings -- Conclusion -- References -- 13 The Impact of Student Performance in Critical Subjects at Technical Secondary Schools on the Employability in South Africa -- Introduction -- What is TVET? -- The Context of TVET in South Africa -- Market-Based Approach -- Humanising Pedagogy -- Theoretical Framework -- Method and Materials -- Results -- Discussion -- Conclusion -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- References -- 14 Practical Activities in Technology Education Teacher Training-The COVID-19 Dilemma -- Introduction -- Background of Technology Teacher Training Programs in South Africa -- The Nature of the Woodworking and Construction Specializations -- Theoretical Framework -- Methodology -- Results -- Questionnaire Data Presentation -- Interviews Data Presentation -- Discussions -- Appendix 1 -- References -- 15 Technical and Vocational Teaching in Transition -- References -- Index.

Additional Edition: ISBN 9783031582059

Language: English

UID:

Format: XIII, 316 p. 16 illus., 12 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031582066

Series Statement: Palgrave Studies in Technical and Vocational Education and Training,

Content: This book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning. The book is premised on the idea that as stories of actual, grounded teaching and learning practices emerge from South African colleges, a coherent picture of pedagogy can be established. With chapters by practising TVET educators writing about their own work, the volume seeks to reconceptualise vocational teaching and learning processes with diversity and inclusivity in mind. The book will be of interest to students and scholars of TVET and education in South Africa, as well as South African college practitioners and policymakers. Reuben Dlamini is Associate Professor in Educational Information and Engineering Technology at the University of the Witwatersrand, South Africa. Ian Moll is Honorary Senior Research Fellow at the University of the Witwatersrand, South Africa. Vasidevan Naiker is Senior Lecturer at the University of the Witwatersrand, South Africa.

Note: Chapter 1: Technical and vocational education and training in South Africa: A perspective -- Chapter 2: Disruptive Innovation and future of TVET -- Chapter 3: Digital Innovations -- Chapter 4: Characterisation of a TVET College lecturer -- Chapter 5: Management competencies in TVET colleges -- Chapter 6: RPL Promoting Educator Development -- Chapter 7: Lecturer work integrated learning -- Chapter 8: Work-Integrated Learning TVET -- Chapter 9: Learning theories in TVET pedagogy -- Chapter 10: Humanising Vocational Pedagogy -- Chapter 11: Establishing CoPs -- Chapter 12: Using digital technologies in TVET -- Chapter 13: Critical Subjects & Student Performance -- Chapter 14: Practical Activities in Technology Education teacher training - the Covid 19 dilemma.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031582059

Additional Edition: Printed edition: ISBN 9783031582073

Additional Edition: Printed edition: ISBN 9783031582080

Language: English

DOI: 10.1007/978-3-031-58206-6

URL: https://doi.org/10.1007/978-3-031-58206-6