ABSTRACT

The author is Teaching and Learning Manager at the college with rsponsibility for observation of all teaching staff and their professional development. This research looks at differing concepts of pedagogy through an investigation of observation data and an analysis of ‘blended learning sessions’ at a college that is at the forefront of using technology as a tool for learning. Located in South Central England this is a relatively small vocational college with two sites in Hampshire. The observation data collected was analysed using the concepts of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Signature Pedagogies and expansive vocational education to see how these concepts applied to practice. The conclusion shows that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the curriculum areas looked at. It also highlights the possibility of further international research into post compulsory online learning using this college as an example of good practice. Finally, it observes that the college has the capacity in terms of a dedicated team of technologists to really improve the TPCK of the teachers further, together with a comprehensive digital strategy that encompasses a coherent and planned curriculum using ‘joined up’ schemes of work. In this way the PCK and the TPCK of teachers will be strengthened.

摘要

作者是学院的教学经理，负责观察所有教学人员及其专业发展。这项研究通过对观察数据的调查和对一所大学中“混合学习课程”的分析来研究教育学的不同概念，这是将技术用作学习工具的最前沿。这是一所相对较小的职业学院，位于英格兰中南部，在汉普郡有两个站点。使用教学内容知识（PCK），技术教学内容知识（TPCK），签名教学法和广泛的职业教育的概念对收集到的观察数据进行了分析，以了解这些概念如何应用于实践。结论表明，尽管教学内容方法存在差异，在所研究的所有课程领域中，签名教学法的概念都很强。它还强调了使用该学院作为良好实践的一个例子，进一步进行国际上对强制性在线学习的研究的可能性。最后，它观察到该大学拥有一支专门的技术人员团队的能力，可以进一步真正改善教师的TPCK，并具有一种综合的数字策略，该策略包含使用“联合”工作方案的连贯计划的课程。这样，将加强教师的PCK和TPCK。它观察到，该大学拥有一支专门的技术人员团队的能力，可以进一步真正改善教师的TPCK，同时具有一种综合的数字策略，该策略包含使用“联合”工作方案的连贯计划的课程。这样，将加强教师的PCK和TPCK。它观察到，该大学拥有一支专门的技术人员团队的能力，可以真正进一步改善教师的TPCK，同时具有一种综合的数字策略，该策略包含使用“联合”工作方案的连贯计划的课程。这样，将加强教师的PCK和TPCK。