Vocational Pedagogy

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Pedagogy and Andragogy Origins

• The word "pedagogy" is much older than the word
  "andragogy." Pedagogy, as a word, first appeared
  in the mid-to late-1500s, in Middle French, and
  has roots in Latin and Greek. It literally meant
  "to guide or teach a child. Today, it often
  simply refers to the art of teaching.
• Andragogy, which refers to "methods or
  techniques used to teach adults," is a newer word
  that was coined in the 1800s by Alexander Knapp,
  a German educator, and popularized in the 1960s
  by Malcolm Knowles, an American educator whose
  focus was on adult education.

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Difference between Pedagogy and Andragogy
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TPACK Framework
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• Vocational Pedagogy

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Learning by watching

• Watching others is a very common way of learning
• Cross-cultural perspective on human development
• Cultures where home and work are not separated
• To gather new perspectives on ways of doing things

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Learning by imitating

• Imitation is the first way in which people learns
  Aristotle
• Imitation is seen in animals as well as in humans
• Being copied with a little closer to the
  learners own experience
• There are dangers inherent in imitation
• Example nurse trainees concerned with fitting
  in.

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Learning by practicing (trial error)

• Its mean muscle memory
• Example learn to be a footballer
• Practicing is mental rehearsal
• Students do better in exams if they have
  rehearsed.

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Learning through feedback

• A central element of formative assessment
• To improve students performance
• To give quality feedback which can support
  learning.

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Learning through conversation

• sometimes referred to as watercooler talk
• conversations between learners at different
  stages such as young and old, novice and expert
• Way to develop reflection meaningful discussion
• Way to develop and solve TVET questing.

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Learning by teaching and helping

• Peer learning Learners themselves can learn
  by teaching and helping one another
• learning outcomes related to collaboration,
  teamwork, and becoming a member of a learning
  community.

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Learning by real-world problem-solving

• It can be a highly effective means of developing
  expertise
• Problem- based learning
• technologies are modern, TVET problems are also
  modern.

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Learning through enquiry

• enquiry approach to developing learners
  thinking
• questions about relationship between theory and
  knowledge
• how do we know what we know?
• why do we believe it? and
• what exactly do we know?.

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Learning by critical thinking

• Critical thinking makes the brain rich which is
  need for innovation of TVET
• Critical thinking is the application of
  appropriate skills and strategies in order to
  obtain a desired outcome.

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Learning by listening, transcribing and
remembering

• Learn by listening about innovation,
  technologies, methods etc.
• Transcribing (recording) the scientific
  information
• Remembering all the rules, formulas, procedures,
  mechanisms process and applying the same.

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Learning by drafting and sketching

• when the learner uses the process of sketching,
  s/he consequently thinks and acts differently
  from those who do not engage in sketching
• It includes observational drawing, idea
  generation, diagramming, design working drawing.

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Learning by reflecting

• Reflection is an integral part of learning
• It takes place with listening, observing,
  reading, studying, and by practicing.

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Learning on the fly

• Informal learning
• When working on the fly, working and learning
  cannot be separated out, and workplace learning
  involves a combination of self- directed
  learning, and taking advantage of spontaneous
  opportunities to learn, as and when they arise.

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Learning by being coached

• Coaching is a core element of executive training
  and has a distinguished history in sports
• The apprenticeship is perhaps the ultimate model
  of coaching in action.

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Learning by competing

• Constructive competition can be enhanced
  learners abilities, develops their ambitions and
  encourages their learning.

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Learning through virtual environments

• The vocational learners have grown up and are
  living in a world of social networks and inhabit
  many virtual environments
• Virtual Learning Environments (VLEs) can be used
  to enrich classroom activities, to provide
  virtual spaces for student interaction in 3D, and
  to simulate the operation of work-related
  equipment
• Learning can be more efficient, and faster when
  it is web-based e-Learning.

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Learning through simulation

• This approach allows learners to draw on their
  own experience and to co-construct conceptual
  models
• As well as learning through simulation in virtual
  environments, learning can happen through
  role-play and face-to-face. Or, bridging notions
  of virtual and physical simulation, it can be
  used in the narrow sense of trying out a proposed
  solution to a problem before actually producing a
  prototype whether on paper, or through computer
  simulation.

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Learning through playing games

• which is useful stimulus material for the
  creation of knowledge and vocational skills. It
  works well as ways of starting a topic.

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Conclusion

• There have no known limits of vocational
  learning. Vocational learning is a continuing
  process where personnel leans by interaction
  communication with each other. Thus, making
  highway of learning needed to transferring
  learning and to reducing the digital divide.
  Vocational teachers are the creator of vocational
  pedagogy. Moreover, Teachers are the best methods
  of learning if they know the application of each
  and every methods.