The Impact of Vocational Education on Transformative Teacher Education in Kebbi State, Nigeria

Aliyu Danmaigoro; Hussaini  Muhammad Sama; Halilu  Isah Gulma

doi:10.59890/g818x098

Authors

Aliyu Danmaigoro Adamu Augie College of Education Argungu Kebbi State Nigeria Author
Hussaini Muhammad Sama Adamu Augie College of Education Argungu Kebbi State Nigeria Translator
Halilu Isah Gulma Adamu Augie College of Education Argungu Kebbi State Nigeria Translator

DOI:

https://doi.org/10.59890/g818x098

Keywords:

Vocational Education, and Transformative Teacher Education

Abstract

This paper explores the significant impact of vocational education on fostering collaborative cultures within transformative teacher education. The paper examines how vocational training, with its emphasis on practical skills and teamwork, can enhance the collaborative capacities of prospective teachers. Through a comprehensive analysis of existing literature and case studies, the research identifies key strategies for integrating vocational education principles into teacher training programs, highlighting the resultant improvements in teacher preparedness and professional development. It discusses the benefits of a collaborative approach, including better student outcomes and more effective teaching practices. The paper also addresses the challenges of creating collaborative cultures in educational settings, proposing solutions such as interdisciplinary training and policy reforms. By emphasizing the critical role of vocational education in developing a culture of collaboration, this study provides valuable insights for educators, policymakers, and institutions aiming to transform teacher education. The findings underscore the necessity of embedding vocational education elements in teacher training curricula to foster a generation of educators equipped with the skills to collaborate effectively, ultimately enhancing the quality of education

References

Billet, S. (2014). Integrating Practice-Based Experiences into Higher Education. Dordrecht: Springer.

Darling-Hammond, L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs. Jossey-Bass.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. *Learning Policy Institute*. Retrieved from [https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report] (https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report).

Deissinger, T., & Gonon, P. (2020). *The German dual vocational education and training system as 'good practice’? * TVET@ Asia, (14), 1-18. Retrieved from [TVET@ Asia] (http://tvet-online.asia/14/deissinger_gonon_tvet14.pdf).

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. *Educational Researcher, 38*(3), 181-199.

Dirkx, J. M. (2001). The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning. *New Directions for Adult and Continuing Education*, 2001(89), 63-72.

Euler, D. (2013). Germany’s Dual Vocational Training System: A Model for Other Countries? Bertelsmann Stiftung. Barriers to effective collaborative teaching: A study of secondary school teachers' perspectives. *Teaching and Teacher Education, 74*, 138-147.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum. Handbook of Technical and Vocational Education and Training Research. Springer.

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. *Journal of Educational and Psychological Consultation*, 20(1), 9-27.

Gibbs, P. (2019). The Pedagogy of Vocational Education. New York: Routledge.

Guskey, T. R. (2002). Professional development and teacher change. *Teachers and Teaching, 8*(3), 381-391.

Halttunen, L., Vanhanen, R., & Alha, K. (2020). Collaboration between Vocational and Higher Education: Cases in Finland. *European Journal of Education, 55*(2), 250-266. doi:10.1111/ejed.12407

Hord, S. M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin: Southwest Educational Development Laboratory.

Kennedy, M. M. (2016). How does professional development improve teaching? *Review of Educational Research, 86*(4), 945-980.

Kolb, D. A. (1984). *Experiential Learning: Experience as the Source of Learning and Development*. Prentice Hall.

Lasonen, J. (2018). Pedagogical practices in vocational and academic education. *Vocations and Learning, 11*(2), 235-254. doi:10.1007/s12186-017-9202-8

Lee, W. O., & Hung, D. (2012). *Education for future-oriented capabilities: International experiences and lessons*. In S. L. Lim, W. C. Chang, & P. B. B. L. Chia (Eds.), *Teaching and Learning with Technology* (pp. 19-38). Springer.

Lehmann, W., Taylor, A., & Wright, L. (2014). Youth Apprenticeships in Canada: Context, Structures, and Experience. In Handbook of Vocational Education and Training (pp. 415-433). Springer, Dordrecht.

McGrath, S. (2012). Vocational Education and Training for Development: A Policy in Need of a Theory? International Journal of Educational Development, 32(5), 623-631.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. *New Directions for Adult and Continuing Education*, 1997(74), 5-12.

Murawski, W. W., & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where are the data? *Remedial and Special Education*, 22(5), 258-267.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A meta-synthesis of qualitative research. *Exceptional Children*, 73(4), 392-416.

UNESCO. (2015). Revision of the International Standard Classification of Education (ISCED). Paris: UNESCO.

UNESCO. (2016). Strategy for Technical and Vocational Education and Training (TVET) (2016-2021). Paris: UNESCO.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2015). Teacher Communities as a Context for Professional Development: A Systematic Review. *Teaching and Teacher Education, 42*, 1-16. doi:10.1016/j. state.2014.06.003

Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. *Preventing School Failure: Alternative Education for Children and Youth*, 56(1), 29-36.