Technical and Vocational Teaching in South Africa

Practice, Pedagogy and Digitalisation
2024
ISBN: 978-3-031-58205-9
Verlag: Palgrave Macmillan

Buch, Englisch, 288 Seiten, Format (B × H): 148 mm x 210 mm

Reihe: Palgrave Studies in Technical and Vocational Education and Training

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.

Zielgruppe

Research

Autoren/Hrsg.

Dlamini, Reuben

Moll, Ian

Naiker, Vasidevan

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik
• Wirtschaftswissenschaften Volkswirtschaftslehre Volkswirtschaftslehre Allgemein
• Sozialwissenschaften Pädagogik Berufliche Bildung Berufs- und Studienberatung, Karriereplanung

Inhaltsverzeichnis

Chapter 1: History, Policy and the Vocational Education Context of TVET in South Africa.- Part 1: The Context of Vocational Education in South Africa.- Chapter 2: South African TVET College Lecturers’ Understanding of Knowledge in Technical and Vocational Education.- Chapter 3: The Management Competencies Required by Managers in TVET Colleges in South Africa.- Chapter 4: Disruptive Innovation and the Future of Technical and Vocational Education: A Conceptual Analysis.- Chapter 5: Recognition of Prior Learning (RPL) for Promoting Educator Development and Lifelong Learning: The Case of TVET Colleges.- Chapter 6: TVET Lecturer Work-Integrated Through Induction: An Industry Experience.- Part 2: TVET Teaching in South Africa.- Chapter 7: Teaching Vocational Education.- Chapter 8: Digital Innovations and the Individualization of the Professional Education Process in TVET.- Chapter 9: Work-Integrated Learning: A TVET Experience.- Part 3: Learning and Pedagogy.- Chapter 10: Learning Theories in TVET Pedagogy.- Chapter 11: Digital Pedagogies in Technical and Vocational Education: A Constructivist Perspective.- Chapter 12: The Development of Humanising Vocational Pedagogy in a University-Based Educator Professional Programme.- Chapter 13: Humanising Vocational Pedagogy: The Case of an Eastern Cape Public TVET College.- Chapter 14: A Connectivist Framework to Explore TVET College Students’ Experiences.- Part 4: Curriculum Issues.- Chapter 15: The Impact of Critical Subjects on Student Performance and Employability in Rural Technical Secondary Schools in South Africa.- Chapter 16: Critical Analysis of Technical and Vocational Education Curriculum.- Chapter 17: Practical Activities in TVET Teacher Training: The COVID-19 Dilemma.- Chapter 18: Assessment in Technical and Vocational Education.- Chapter 19: ‘Can We Also Be Included?’: Gender Discourses in Civil Engineering in TVET Colleges.- Chapter 20: Designing a Vocational Curriculum: Theory and Practice.

Über Autor(innen)

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.