Work-based learning pedagogy for increasing social agency in higher education

This study explores the effectiveness of a work-based learning (WBL) pedagogy, which was informed by understanding knowledge as incorporating practice. Seventy-six students on a WBL programme using this pedagogy were surveyed, and 20 respondents were interviewed. The study showed how dialogue was used to gauge the learner’s prior experience and to connect ongoing learning to it. It further explored: discontinuities between developing identities and practices, and how new practices could emerge; how learners, through critically evaluating real-life outcomes over time, could be engaged; and how confidence in critically acting and influencing was developed. It emerged that the facilitation of ongoing study of practices and their impact over time was central (evoking Heidegger’s 1968 term ‘to let learn’), developing a productive and critical social dialogue in the practice setting. This, in turn, increased student confidence in their critical reflection and the viability of their ongoing agency.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Greenwich

Year dc:date.issued

2016

Author dc:creator

• Gould, Andrew

Advisors dc:contributor.advisor

• Ainley, Patrick
• Barnard, Jane
• Smith, John

• LB Theory and practice of education

Language dc:language

en