Cultivating learners who ‘think like vocational professionals’: signature pedagogies, technology and vocational learning

ABSTRACT

The author is Teaching and Learning Manager at the college with rsponsibility for observation of all teaching staff and their professional development. This research looks at differing concepts of pedagogy through an investigation of observation data and an analysis of ‘blended learning sessions’ at a college that is at the forefront of using technology as a tool for learning. Located in South Central England this is a relatively small vocational college with two sites in Hampshire. The observation data collected was analysed using the concepts of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Signature Pedagogies and expansive vocational education to see how these concepts applied to practice. The conclusion shows that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the curriculum areas looked at. It also highlights the possibility of further international research into post compulsory online learning using this college as an example of good practice. Finally, it observes that the college has the capacity in terms of a dedicated team of technologists to really improve the TPCK of the teachers further, together with a comprehensive digital strategy that encompasses a coherent and planned curriculum using ‘joined up’ schemes of work. In this way the PCK and the TPCK of teachers will be strengthened.

KEYWORDS:

• Pedagogical Content Knowledge
• technological Pedagogical Content Knowledge
• signature Pedagogies
• expansive education and vocational capacity

Disclosure statement

No potential conflict of interest was reported by the author.