Proficiency Forms and Vocational Pedagogical Principles

Author(s)

Publication date

2014

Series/Report no

Journal of the International Society for Teacher Education;18(2)

Publisher

International Society for Teacher Education

Document type

Abstract

This article is based on research on experiential learning and vocational teachers. The author describes his analysis of curricula for the vocational teacher education and explains the education´s purpose, content, and methods. In 1975, education dramatically changed from an academic tradition with dissemination of many disciplines to a holistic education with focus on educating teachers who would function in practice, not only have theoretical knowledge of pedagogy. The author discusses important aspects of learning, as usability and relevance, distance in time and space between theory and practice, and the use of different proficiency forms. Furthermore, the author discusses three key, vocational educational principles (VEP): experiential learning, vocational adaptation of theory, and integration of theory and practice. These principles are important for all learning and especially for the education and training of vocational teachers and of vocational students.

Keywords

Permanent URL (for citation purposes)

  • http://hdl.handle.net/10642/2538