This paper examines the kind of pedagogical approaches used in Higher Vocational Education, more specifically initial training programmes for early-years practitioners, from the perspectives of both VET lecturers and students currently involved or enrolled in these programmes. The focus is on understanding the ways in which the pedagogical models and tools adopted carefully match the requirements for the successful formation of early-years professionals. More specifically, this paper seeks to explore and understand the factors that influence the vocational pedagogical strategies used, the extent to which these pedagogies are learner-centred, the opportunities and challenges that Higher VET lecturers experience in their classrooms when embracing pedagogical innovation, the benefits for learners, as well as the impact on the quality of the training provided. Adopting a grounded theory methodology, with the aim of building theoretical ideas grounded in the data, two main data collection methods were used: one-to-one semi-structured interviews with a group of VET lecturers and a focus group with a group of Level 5 early-years learners who at the time of the study were in the process of completing the two-year higher diploma. Through a process involving inductive-abductive logic and the constant comparison, coding, and analysis of the data, a theoretical model of vocational pedagogies for the training and formation of early childhood educators emerged.
The findings indicate the need for clear pedagogical direction and informed choices to be made individually and collectively by the team of lecturers teaching the programme; this requires the presence of an ethos and climate of critical reflective practice and life-long learning through the creation or seeking of opportunities for continuous professional development. Its relevance becomes more pronounced in the context of a training programme that prepares future educators as there is a greater application of the pedagogy used at higher vocational training level for its transfer to early-years classrooms and settings. The role of the VET lecturer as a role model is highlighted as being significant in the formation and training of early childhood educators by both sets of participants. The current pedagogical picture portrays a situation where different lecturers adopt different pedagogical approaches that range from the traditional, teacher-focused ones to more innovative, participatory, and practice-based strategies. There is a consensus about the validity of adopting more learner-centred, hands-on pedagogical approaches though this is usually influenced by contextual, cultural-historical, and philosophical factors. The topical debate on professionalizing the Early Years sector is also reflected in the data and seems to influence expectations that both lecturers and learners have on the quality of the programme and the need for more focused exploration of effective vocational pedagogies. The importance of a strategic plan on the relevance and advancement of the teaching and learning practices within the vocational training programmes is highlighted.
Urban Early Childhood Educators’ Perceptions of the Impact of NCLBon Their Literacy Practices
