Pedagogical beliefs in work based learning: an analysis and implications of teachers’ belief orientations

Article

Abukari, A. and Middlesex University 2014. Pedagogical beliefs in work based learning: an analysis and implications of teachers’ belief orientations. Research in Post-Compulsory Education. 19 (4), pp. 481-497. https://doi.org/10.1080/13596748.2014.955644
TypeArticle
TitlePedagogical beliefs in work based learning: an analysis and implications of teachers’ belief orientations
AuthorsAbukari, A. and Middlesex University
Abstract

This paper presents findings of a research project that aimed to critically examine work based learning teachers’ pedagogical beliefs and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some 120 academics working in the sector across the UK. Two pedagogical belief orientations emerged: ‘Pedagogical Belief A’ – transfer of professional/working knowledge; and ‘Pedagogical Belief B’ – facilitating learning and developing reflective practice. The paper argues that WBL teachers’ ability to look beyond their own beliefs and understanding of teaching to more strategically blended and shared understanding would be important to ensure that while teaching and learning meet academic quality standards, student learning experiences would meet expectations at the workplace.

Keywordswork based learning, pedagogical beliefs, facilitating, higher education
Research GroupWork and Learning Research Centre
PublisherTaylor & Francis (Routledge)
JournalResearch in Post-Compulsory Education
ISSN1359-6748
Electronic1747-5112
Publication dates
Print02 Oct 2014
Online21 Oct 2014
Publication process dates
Deposited26 Sep 2014
Accepted21 Jul 2014
Output statusPublished
Digital Object Identifier (DOI)https://doi.org/10.1080/13596748.2014.955644
LanguageEnglish
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