Pedagogy in Further Education and Vocational Teacher Education

Jim Crawley | View as single page | Feedback/Impact
Pedagogy in Further Education and Vocational Teacher Education
Evidence
Definitions, background and scope
Key pedagogical themes
Examples from research
Examples from research
Sources of evidence
Definitions and key pedagogic themes from research
General pedagogical principles
Example 1 from research – Korthagen et al., (2006)
Example 7 from research (FES) – Harkin (2005)
Strength of evidence and Translation rating
Background and scope
The moral role of teacher educators
Example 2 from research - Mevorach and Ezer (2010)
Example 9 from research – Cochran Smith (2003)
References
Modelling practice and ‘golden moments’
Example 3 from research (FES) – Crawley (2014)
Example 10 from research (FES) - Crawley (2014)
Further Reading
The place of learning theory
Example 4 from research – Willemse et al., (2008)
Example 11 from research – Murray and Male (2005)
The place of learning theory in the FES
Example 5 from research (FES) – Crawley (2014)
Example 12 from research (FES) – Crawley (2014)
Creating personal learning theory
Example 6 from research – Moon (1998)
Developing learning communities of reflective practitioners
Connecting theory, practice and workplaces
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

Example 5 from research (FES) – Crawley (2014)

Crawley’s (2014) theoretical framework also included ‘modelling and golden moments’ (ibid: 278), and this also regularly featured in participants’ responses as an important pedagogical principle for TEds.

Modelling and the use of ‘golden moments’ is seen by TEds as an important contribution which enables the teachers they train to reflect on critical incidents and learn from them as reflective practitioners. Highlighting ‘golden moments’ in trainee’s own teaching can also contribute to a significant growth in confidence, and a step towards improved teaching.

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