Developments in pedagogic nomenclature in Australian vocational education: Evolution of revolution?

Robertson, I 2009, 'Developments in pedagogic nomenclature in Australian vocational education: Evolution of revolution?', International Journal of Training Research, vol. 7, no. 2, pp. 106-121.


Document type: Journal Article
Collection: Journal Articles

Title Developments in pedagogic nomenclature in Australian vocational education: Evolution of revolution?
Author(s) Robertson, I
Year 2009
Journal name International Journal of Training Research
Volume number 7
Issue number 2
Start page 106
End page 121
Total pages 16
Publisher Australian Vocational Education and Training Research Association
Abstract Over recent decades the nomenclature of 'innovative' pedagogic approaches in vocational education and training (VET) has undergone a number of changes. In almost all cases 'traditional face-to- face' teaching is set a the comparative benchmark and painted in pejorative terms. Using aspects of Basil Bernstein's theoretical framework and definitions drawn from policy documents in the Australian VET sector, this paper shows that the most significant shift in both regulative and instructional discourses occurred with flexible delivery from 1992. This change was underpinned by competency based training which represented a significant intervention by the State in changing the balance of influence of, what Bernstein describes as, the official and pedagogic recontextualising fields. With the exception of the strengthening position of technology-based teaching and learning, the emergence of the pedagogic nomenclature of flexible learning, online learning, e-learning and blended learning can be considered as refinements rather than major changes to the original intentions of flexible delivery.
Subject Technical, Further and Workplace Education
Keyword(s) pedagogy
nomenclature
vocational education
evolution
innovation
flexible delivery
competency based training
context
online learning
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ISSN 1448-0220
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