Details

Autor(en) / Beteiligte

• Okolie, Ugochukwu Chinonso
• Ogwu, Edna N.
• Osuji, Catherine U.
• Ogba, Francisca Ngozi
• Igwe, Paul Agu
• Obih, Solomon O.

Titel

A critical perspective on TVET teachers' pedagogical practices: insights into the guiding pedagogical principles in practice

Ist Teil von

• Journal of vocational education & training, 2023-05, Vol.75 (3), p.439-458

Ort / Verlag

Abingdon: Routledge

Erscheinungsjahr

2023

Link zum Volltext

Quelle

Taylor & Francis Journals Auto-Holdings Collection

Beschreibungen/Notizen

• This study explores the technical and vocational education and training (TVET) teachers' pedagogical practices and how such practices can help the teachers' use of relevant guiding pedagogical principles in practice in Nigerian TVET system to facilitate quality learning. Employing a three-tiered ethnographic case study approach, we learned how 24 TVET teachers from purposively selected six Nigerian public universities used guiding pedagogical principles in practice to facilitate quality student learning. Focusing on five guiding pedagogical principles in practice identified from the thematic analysis, we analysed different pedagogical practices that teachers can adopt to facilitate quality TVET learning which include demonstration of learning, problem-based learning, seeing learners as knowers, active learning, and questioning. Drawing upon the thematic analysis, participants made recommendations for the continuous professional development of TVET teachers to enable them to improve in their use of the guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes.