Work-related courses in a Canadian province How teachers and students create a culture of...
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Transcript of Work-related courses in a Canadian province How teachers and students create a culture of...
Work-related courses in a Canadian province
How teachers and students create a culture of vocationalism
Professor Jeremy HighamPost-14 Research Group, University of Leeds
VOCATIONALFRAMEWORK
Institutional Context
Purpose and aims of programmes
Student recruitment
Resources
Staffing
Curriculum
Pedagogy
Assessment
CONTEXT
Canadian High Schools
Work-related courses for 15-18 year olds
Board with long-standing vocational provision
Multi-credit programmes combining Vocational diploma - Young Apprenticeship - WE
Collaborative, teacher-led programmes
CASE STUDYCOURSES
Promoted as work-related
Innovative curriculum practice
Range of occupational sectors
Range of programme types and contexts
Qualitative case study approach with a focus on the learner experience
MILLWRIGHTING
'apprenticeship preparation for millwrights, machinists and welders'
First semester in school technology workshop optional linked work-placement in the second semester.
MILLWRIGHTING
'apprenticeship preparation for millwrights, machinists and welders'
First semester in school technology workshop optional linked work-placement in the second semester.
MOTOR VEHICLE MAINTENANCE
'towards future employment in the automotive transportation industry'
4 four-week blocks. 1st & 3rd blocks: school-based in a car maintenance workshop 2nd & 4th blocks: on work placement in a garage or dealership.
HOUSE RENOVATION'to assist students in gaining the skills necessary to become
productive members of the construction industry'.
Students worked on a series of renovation projects on houses.
HOUSE RENOVATION'to assist students in gaining the skills necessary to become
productive members of the construction industry'.
Students worked on a series of renovation projects on houses.
HOUSE BUILDING'prepares students for careers in carpentry, construction
management, roofing, plumbing and electrical'
Students built new houses for major building firms.
HOUSE RENOVATION'to assist students in gaining the skills necessary to become
productive members of the construction industry'.
Students worked on a series of renovation projects on houses.
HOUSE BUILDING'prepares students for careers in carpentry, construction
management, roofing, plumbing and electrical'
Students built new houses for major building firms.
RADIO JOURNALISM'to learn about journalism, sound production and music' gaining 'the
hands-on experience you need to study radio or journalism after high school' and subsequently 'pursue an exciting career in broadcasting'
Students ran a community radio station within the school.
TEACHING AND LEARNING
Task-led, problem-based with authentic projects,via Work Experience or real-world tasks
Focus on making, building and servicing, vocational theory deconstructed later
Individualised learning, master/apprentice model
Modelling of vocational practices,strong emphasis on health and safety
Mainly practical, outcome-based assessment
Assessment against informal vocational criteria and formal curriculum expectations
TEACHERS
Typically strong vocational background with wealth of experience and expertise:
• up-to-date understanding of industry practicesand employer expectations
• modelled vocational practice and induction into culture
• industry contacts and networks: employer support for resources, placements, jobs
• high levels of credibility with students.
STUDENTS
Student dispositions and identities:
• self-selection and course recruitment: usually a positive orientation to occupational or vocational area
• prior knowledge and involvement in the sector, through part-time or summer work
or through family connections
• involvement of former course members as veteranssupported the vocational culture.
HOUSE BUILDING
Student dispositions and identities:
- positive orientation to construction
- prior involvement in the sectorTutor: vocational background:
- expertise, experience, contacts
- high levels of credibility and respectStudents worked alongside industry professionals in the work placeVocational discourse and modellingInduction to the 'community of practice' within the industryContext-driven tasks with real-world consequencesMaster/apprentice modelOutcome-based assessment against informal vocational criteria
Learning as becoming
HOUSE BUILDING RADIO JOURNALISM
Student dispositions and identities:
- positive orientation to construction
- prior involvement in the sector
Student dispositions and identities:
- positive orientation to music
- no prior involvement in the sectorTutor: vocational background:
- expertise, experience, contacts
- high levels of credibility and respect
Tutor: English teaching background:
- editing skills
- expert teacherStudents worked alongside industry professionals in the work place
Simulated work place
Vocational discourse and modelling Absence of reference to industry Induction to the 'community of practice' within the industry
No induction to the vocational culture of the industry
Context-driven tasks with real-world consequences
Authentic tasks
Master/apprentice model Individualised learningOutcome-based assessment against informal vocational criteria
Practical assessment against formal learning outcomes
Learning as becoming Learning as engagement
SUMMARY
Teacher background and contacts are central to vocational conception
and experience of the course
Students dispositions and identities, in particular their learning and career aspirations,
influence the vocational nature of the course
'the process of curriculum making hinges as much upon the values and views of knowledge, learning, teaching, human
nature and educational purposes which teachers bring to bear upon their work'
Martin Bloomer
(Curriculum Making in Post-16 Education: the social conditions of studentship. London: Routledge, 1997)