03978nam a22005535i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153050001600169072001700185072002300202072001600225245017500241250001800416264007900434300006600513336002600579337002600605338003600631347002400667490008400691505077300775520105901548650002802607650002602635650002502661650002202686650001402708650003302722650004302755650004202798650001902840650001402859650002302873700007802896700007202974700008003046710003403126773002603160776003603186776003603222776003603258830008403294856004603378978-3-031-58206-6DE-He21320251030112646.0cr nn 008mamaa240724s2024    sz |    s    |||| 0|eng d  a97830315820667 a10.1007/978-3-031-58206-62doi 4aLC1051-1072 4aLC1041-1048 7aJNRV2bicssc 7aEDU0460002bisacsh 7aJNRV2thema10aTechnical and Vocational Teaching in South Africah[electronic resource] :bPractice, Pedagogy and Digitalisation /cedited by Reuben Dlamini, Ian Moll, Vasidevan Naiker.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXIII, 316 p. 16 illus., 12 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPalgrave Studies in Technical and Vocational Education and Training,x2948-16860 aChapter 1: Technical and vocational education and training in South Africa: A perspective -- Chapter 2: Disruptive Innovation and future of TVET -- Chapter 3: Digital Innovations -- Chapter 4: Characterisation of a TVET College lecturer -- Chapter 5: Management competencies in TVET colleges -- Chapter 6: RPL Promoting Educator Development -- Chapter 7: Lecturer work integrated learning -- Chapter 8: Work-Integrated Learning TVET -- Chapter 9: Learning theories in TVET pedagogy -- Chapter 10: Humanising Vocational Pedagogy -- Chapter 11: Establishing CoPs -- Chapter 12: Using digital technologies in TVET -- Chapter 13: Critical Subjects & Student Performance -- Chapter 14: Practical Activities in Technology Education teacher training – the Covid 19 dilemma.  aThis book unpacks the notion of pedagogy in South African technical and vocational education and training (TVET), enhancing the importance of the psychological dimension of learning. The book is premised on the idea that as stories of actual, grounded teaching and learning practices emerge from South African colleges, a coherent picture of pedagogy can be established. With chapters by practising TVET educators writing about their own work, the volume seeks to reconceptualise vocational teaching and learning processes with diversity and inclusivity in mind. The book will be of interest to students and scholars of TVET and education in South Africa, as well as South African college practitioners and policymakers. Reuben Dlamini is Associate Professor in Educational Information and Engineering Technology at the University of the Witwatersrand, South Africa. Ian Moll is Honorary Senior Research Fellow at the University of the Witwatersrand, South Africa. Vasidevan Naiker is Senior Lecturer at the University of the Witwatersrand, South Africa. 0aProfessional education. 0aVocational education. 0aTechnical education. 0aCareer education. 0aTeaching. 0aAfricaxEconomic conditions.14aProfessional and Vocational Education.24aEngineering and Technology Education.24aCareer Skills.24aPedagogy.24aAfrican Economics.1 aDlamini, Reuben.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aMoll, Ian.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aNaiker, Vasidevan.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303158205908iPrinted edition:z978303158207308iPrinted edition:z9783031582080 0aPalgrave Studies in Technical and Vocational Education and Training,x2948-168640uhttps://doi.org/10.1007/978-3-031-58206-6