Gould, Andrew (2016) Work-based learning pedagogy for increasing social agency in higher education. PhD thesis, University of Greenwich.

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Abstract

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.

Item Type:	Thesis (PhD)
Uncontrolled Keywords:	Negotiated studies; work-based learning (WBL); pedagogy in practice; dialogic tutorials; learning outcomes; situated learning;
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	11 Apr 2019 12:16
URI:	http://gala.gre.ac.uk/id/eprint/23537

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