| CODE | TEV5003 | ||||||||||||||||
| TITLE | VET Pedagogies and Assessment for Teachers | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||||||
| DESCRIPTION | The study-unit provides learners with the opportunity to explore different teaching strategies for vocational learning and the various challenges which arise from the context of work-based/place learning. Therefore the unit aims to expose participants to a variety of concepts which center on the principle of authentic learning strategies through which the learner is expected to develop a variety of job specific knowledge, skills and competences. Study-Unit Aims: The unit exposes learners to different work-based learning environments which allow them to understand their role as teachers of vocational subjects. This unit will therefore focus on a number of case-studies models of alternance training (dual-system) such as: work-placement; internship; traineeships; project-based learning; apprenticeship and life-cases. Participants will explore different strategies for generating work-based delivery and assessment units and be able to develop original and creative programme design which focuses on the framework of learning styles and different levels of problem solving. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - comprehend and apply the theoretical concepts of vocational pedagogy and assessment within a classroom/work-based context; - apply vocational pedagogies effectively to engage and assess secondary school learners following vocational subjects; - demonstrate competences in the delivery of applied vocational pedagogies with different students with different capabilities; - understand the design principles required for vocational education. 2. Skills: By the end of the study-unit the student will be able to: - respond creatively to the challenges facing the vocational educational sector; - identify work-based specific competences and design learning processes to enhance secondary school learning; - design and conduct assessments within vocational subject area. Main Text/s and any supplementary readings: Main Texts: - Lucas, B., Spencer, E., & Claxton, G., (2012) How to teach vocational education: A theory of vocational pedagogy. University of Winchester in collaboration with City & Guilds Centre for Skills Development. - Illeris, K., (Ed), (2009) Contemporary Theories of Learning – Learning theorists … in their own words. London & New York. Supplementary Readings: - CEDEFOP (2004) Towards a history of vocational education and training (VET) in Europe in a comparative perspective – Proceedings of the first international conference, October 2002 – Vol. 1 The rise of national VET systems in a comparative perspective. Cedefop Panorama Series. 103, Luxembourg: Office for the Official Publications of the European Communities. - CEDEFOP, (2009) European Guidelines for validating non-formal and informal learning, Luxembourg: Publications Office of the European Union. - CEDEFOP, (2010) Knowledge, skills and competences for recovery and growth, Luxembourg: Publications office of the European Union. |
||||||||||||||||
| STUDY-UNIT TYPE | Lecture, Seminar & Independent Study | ||||||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||||||
| LECTURER/S | Therese Camilleri |
||||||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
|||||||||||||||||