Pedagogy matters: a research-based dilemma for Australian vocational education policy
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(Published version)
Date
2009
Authors
Hodge, S.M.
Editors
Coare, P.
Cecil, L.
Cecil, L.
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Conference paper
Citation
Really useful research? Critical perspectives on evidence-based policy and practice in lifelong learning, 2009 / Coare, P., Cecil, L. (ed./s), pp.230-237
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39th Annual SCUTREA Conference (7 Jul 2009 : Cambridge, UK)
Abstract
This paper draws on new research into ‘transformative learning’ in the context of vocational education, and spells out some implications for pedagogical practice and policy in the vocational field. Transformative learning refers to deep change sin the way adults see themselves and their world, and is more often found in discussions of adult and community education than in vocational education. The fact that in this kind of learning the process and experience is primary suggests that it would have little relevance to vocational education in Australia, where outcomes are primary and the process of learning itself receives scant attention in policy discourse. What this research reveals is that learning in some vocational programs may be intrinsically transformative.
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Copyright 2009 The Author