THE NOTION OF ‘VOCATIONAL PEDAGOGY’ AND IMPLICATIONS FOR THE TRAINING OF VOCATIONAL TEACHERS – EXAMINING THE FIELD
ABSTRACT: InSouth Africa,
policymakers and institutions are questioning how to train vocational (TVET)
college lecturers, that is, to determine the ‘mix’ of theory practical or
workplace experience. How do we construct a curriculum for the training of
vocational educators, and how is this training different from the training of
school-teachers? This article argues the importance of a relevant curriculum,
consisting of the appropriate mix of pedagogy, specialist vocational
knowledge/skills and practice. Exploring ‘vocational pedagogy’, the article
holds that the imperative to provide vocational teachers with a vocational
pedagogy has major implications for vocational teachers. Extant literature is
explored to examine the validity of the construct informing the design of
relevant, appropriate curricula for the training of vocational college
lecturers.
Keywords: vocational pedagogy, vocational teacher
preparation, pedagogical skills, workplace experience
Author: Joy Papier
Jounal Code: jppendidikangg120022
