Hobely, J. (2021). Signature pedagogies in vocational learning. In H. Şenol, H. (Ed.), Pedagogy – Challenges, recent advances, new perspectives, and applications. IntechOpen. https://doi.org/10.5772/intechopen.100119

Abstract:

“This section will look at differing concepts of pedagogy using research data collected at a college that is at the forefront of using technology as a tool for learning. The data collected was originally 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 research indicated that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the vocational curriculum areas looked at. It highlighted several instances where the teachers were using an ‘implicit structure’ in their pedagogy to draw out the moral aspects of the profession and the inherent principles that guide a professional in a particular field. Finally, it confirms that through using signature pedagogies teachers are able to develop habits of the heart, mind and hand in their learners and to cultivate learners who ‘think like professionals.”