Back to Search
Start Over
Work-integrated learning experiences of South African technical and vocational education and training lecturers.
- Source :
- International Journal of Work-Integrated Learning; 2023, Vol. 24 Issue 4, p83-97, 15p
- Publication Year :
- 2023
-
Abstract
- This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended. [ABSTRACT FROM AUTHOR]
- Subjects :
- WORK
VOCATIONAL education
CORPORATE culture
TEAMS in the workplace
RESEARCH funding
PROFESSIONAL practice
QUALITATIVE research
COMPUTER software
INTERVIEWING
SCIENTIFIC observation
UNOBTRUSIVE measures
ENGINEERING
WORK environment
COLLEGE teachers
TEACHING
PROBLEM solving
REFLECTION (Philosophy)
MENTORING
TEACHING methods
THEMATIC analysis
PROFESSIONS
RESEARCH methodology
COMMUNICATION
LEARNING strategies
THEORY
EXPERIENTIAL learning
PROFESSIONAL competence
MACHINERY
INDUSTRIAL safety
Subjects
Details
- Language :
- English
- ISSN :
- 25381032
- Volume :
- 24
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- International Journal of Work-Integrated Learning
- Publication Type :
- Academic Journal
- Accession number :
- 176028821