Applied learning educators breaching boundaries storming barriers

Schulz, Christine 2013, Applied learning educators breaching boundaries storming barriers, in Proceedings of the International Conference of the Australian Association for Research in Education; AARE 2013, Australian Association for Research in Education, Deakin, ACT, pp. 1-15.

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Title Applied learning educators breaching boundaries storming barriers
Author(s) Schulz, Christine
Conference name International Conference of the Australian Association for Research in Education (2013 : Adelaide, SA)
Conference location Adelaide, SA
Conference dates 1-5 Dec. 2013
Title of proceedings Proceedings of the International Conference of the Australian Association for Research in Education; AARE 2013
Editor(s) [unknown]
Publication date 2013
Conference series International Conference of the Australian Association for Research in Education
Start page 1
End page 15
Total pages 15
Publisher Australian Association for Research in Education
Place of publication Deakin, ACT
Keyword(s) Applied Learning
VCAL Educators
Boundary Crossing
Communities of Practice
Summary This paper provides discussion of learning experienced by Applied Learning Educators in a workplace context where everyday teaching activities can involve undertaking unfamiliar tasks to the extent that the concept of ‘crossing boundaries’, or acting outside ‘comfort zones’ becomes ‘normalised’. This perspective arises from consideration of extensive interviews with Applied Learning Educators who work in the Victorian Certificate of Applied Learning (VCAL), a senior years’ pathway in Victoria. The pathway is available in settings of schools, Adult Community Education (ACE) and Technical and Further Education (TAFE) and designed to support the engagement of young people in education and their subsequent transition into further study or meaningful work. VCAL Educators use Applied Learning pedagogy in the development of curriculum content that promotes employability skills, connectedness to community and has grounding in student interests and needs. Subsequently student learning in VCAL occurs in and out of classrooms. Applied Learning Educators frequently navigate institutional boundaries in the process of negotiating and developing partnerships with industry and community organisations to enable learning to be undertaken in meaningful and relevant environments. In this paper Boundary Crossing is used as a concept for discussing the wide-ranging nature of VCAL educators’ everyday practice as they respond to the needs of the cohort and requirements of the curriculum. Collegial learning is considered using the notion of Communities of Practice.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
HERDC collection year 2013
Persistent URL http://hdl.handle.net/10536/DRO/DU:30061519

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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Created: Tue, 11 Mar 2014, 10:34:02 EST by Christine Schulz

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