Exploring the different pedagogies used in Health and Social Care

Abstract

The aim of this research study was to explore the pedagogical practices being used to teach the applied route of vocational education and to investigate whether the adopted practices are responding to the aims of vocational education and to the suggestions being made by local practitioners. This study, which adopted a qualitative approach, consisted of four interviews with different professional practitioners who have contributed to the development of the vocational curriculum during which the ideal pedagogical practices for this route of education were discussed. Further research was gathered through a micro case study which focused on two Health and Social Care teachers within State schools who were observed over six double lessons to outline the most frequent approaches being used to teach. These observations were substantiated by three reflective discussions with each teacher which considered the teachers’ perspectives and opinions about their approaches, providing a complete overview of the teaching practices being adopted. The results showcased a variety of pedagogical practices which are suggested as being essential to the teaching of applied vocational education, and their presence within two secondary schools was discussed. The conclusions portrayed that many of the suggested pedagogical practices were being implemented effectively by both educators, responding effectively to the curriculum. However, some pedagogical practices, which were described as more specific and challenging, were not as evident and a range of challenges were highlighted by the educators during the reflective discussions as barriers to implementing these pedagogical approaches. These challenges have been used to provide recommendations for future action to counter these said challenges and to ensure the successful implementation of vocational education.