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Re-engaging young people through applied learning pedagogy

Blake, Damien 2006, Re-engaging young people through applied learning pedagogy, in ATEA 2006: Making teaching public: reforms in teacher education - proceedings of the 2006 Australian Teacher Education Association National Conference, Australian Teacher Education Association, Perth, W.A., pp. 24-34.

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Title Re-engaging young people through applied learning pedagogy
Author(s) Blake, Damien
Conference name Australian Teacher Education Association. Conference (2006: Fremantle, W.A.)
Conference location Fremantle, W.A.
Conference dates 5 - 8 July 2006
Title of proceedings ATEA 2006: Making teaching public: reforms in teacher education - proceedings of the 2006 Australian Teacher Education Association National Conference
Editor(s) Gray, Jan
Publication date 2006
Conference series Australian Teacher Education Association Conference
Start page 24
End page 34
Publisher Australian Teacher Education Association
Place of publication Perth, W.A.
Summary The Victorian Certificate of Applied Learning (VCAL) was developed as an innovative response to the changing context post-compulsory schooling in Australia. By combining ‘hands-on’ learning approaches with the traditions of adult learning, the VCAL seeks to cater for the learning temperaments and employment pathways of post-compulsory students who are less likely to remain at school to complete a more traditional Victorian Certificate of Education (VCE). This paper draws on my doctoral research into the schooling experience of VCAL students to explore the irony in using adult and work-based learning principles that underpin applied learning pedagogy as a strategy to reengage students frequently considered by schools to be ‘at risk’. It argues that traditional contentdriven and transmissive approaches result in some students being defined ‘at risk’ because of their failure to accept as legitimate traditional school-based modes of learning. It is proposed that teachers in secondary schools require a deeper understanding of applied learning principles and teaching strategies in order to cater for the increasing numbers of applied learning students in the post-compulsory years of secondary schools. It is argued that such an understanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.
ISBN 0977568504
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2006, Australian Teacher Education Association
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Document type: Conference Paper
Collection: School of Education
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