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Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges

Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges

Folake Modupe Adelabu
Copyright: © 2021 |Pages: 26
ISBN13: 9781799826071|ISBN10: 1799826074|ISBN13 Softcover: 9781799851523|EISBN13: 9781799826088
DOI: 10.4018/978-1-7998-2607-1.ch008
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MLA

Adelabu, Folake Modupe. "Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges." New Models for Technical and Vocational Education and Training, edited by Moses Makgato and George Afeti, IGI Global, 2021, pp. 136-161. https://doi.org/10.4018/978-1-7998-2607-1.ch008

APA

Adelabu, F. M. (2021). Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges. In M. Makgato & G. Afeti (Eds.), New Models for Technical and Vocational Education and Training (pp. 136-161). IGI Global. https://doi.org/10.4018/978-1-7998-2607-1.ch008

Chicago

Adelabu, Folake Modupe. "Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges." In New Models for Technical and Vocational Education and Training, edited by Moses Makgato and George Afeti, 136-161. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-2607-1.ch008

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Abstract

Good pedagogy practices require a comprehensive list of strategies that will sustain and produce students in a specific content domain. The aim of this chapter is to explore vocational pedagogic practices in classrooms and workshops at technical and vocational education training (TVET) colleges. A closed-ended Likert-type questionnaire on vocational pedagogic practices was administered to the students, while interviews were conducted on the pedagogic practices in the classroom and workshop with the lecturers. Convenient and purposive sampling were used for the selection of the participants. The study sample was 58 students and four lecturers. Data was collected through semi structured interviews and a student's questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore vocational pedagogic practices in classrooms and workshops at TVET colleges. The percentage of each item of the questionnaire was analysed through frequency distribution using Microsoft Excel. The findings showed that the NATED section of the TVET colleges is mainly for theory where the NC (V) section is for practical. Some parts of the TVET colleges' curriculum are not satisfactory and the hands-on practical activities that are a true reflection of workplace activities are not presented adequately in the curriculum. Based on the findings, the chapter suggests that the TVET colleges' curriculum be revised and updated in order to meet the standard requirements and the lecturers should be upgraded especially on hands-on practical activities in order to prepare the students to meet the companies' requirements.

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