The Power of Pedagogy in Career and Technical Education

Image of a teacher and students

Each of the five well-known, research-based pedagogical practices provides value for student learning. What is less well known is how these approaches apply and are being used in Career and Technical Education (CTE). While traditional lectures often remain a component of CTE instruction, each of these practices is (or can be) naturally embedded in CTE programs of study. Further, CTE has an opportunity to teach traditional educators applications to improve their pedagogy.

So what is pedagogy? According to the Miriam Webster online dictionary, pedagogy is the art, science, or profession of teaching. Pedagogy refers to not just what you teach, but how you teach it. There are five pedagogical approaches:

1. Constructivism or Constructivist – students are actively involved in the process of building knowledge, meaning, and their curiosity of learning.

2. Collaborative – students are engaged with one, two, or more learners in the learning process through the sharing of ideas and work, active and continuous engagement, and intentional communication.

3. Inquiry-based – students engage in learning through questioning, posing problems to be solved, or providing scenarios that open up thinking and idea generation. Inquiry-based learning is also referred to as problem-based learning.

4. Integrative – Students learn across disciplines or subject areas allowing them to study the world more naturally. The use of multiple tools (math, reading comprehension, and writing for instance) allows students to stretch beyond siloed instruction to learn connections and see applications in action.

5. Reflective – students learn to analyze what they are learning as individuals and how it affects their experience both academically and emotionally. This method allows students to not only be receivers of knowledge but also integrate the knowledge with their own cultural and experiential learning to create meaning from the learning applicable to their lives.

In CTE, students still have textbooks or online instruction and lectures to learn about safety and the program’s focus (e.g., the anatomy of people or cars, computers, HVAC systems, electronics). CTE also has an added educational element as much of the learning is done in labs or a bay filled with cars and car parts. Educators, who have usually worked in the career area for years, instinctively use the constructivist approach to instruct students using the tools and machinery necessary for their future careers. Students must ask questions to make sure they understand what is being asked of them.

Given limited access to tools, equipment, and machinery, students in CTE programs need to collaborate and communicate to support learning. In many programs, second-year students work with and mentor first-year students. Educators from the field recognize that the workplace requires collaboration and use examples of this model to teach. Collaborative learning is central to the success of CTE education.

The other pedagogies are not difficult to integrate for CTE educators. This integration will both strengthen their teaching and student learning. In a recent NSF program, (Award # 2135080) I had the pleasure of working with CTE educators (along with STEM educators). Three of the CTE educators developed and presented the program and their process of embedding inquiry-based learning, integrative learning, and reflective learning within their classrooms in one year with exceptional outcomes for their students’ retention and classroom enjoyment. Examples included the following:

Inquiry-based learning in CTE meant not giving students the easy answer but asking the questions and watching them work together to find answers. This process meant students challenged each other, looked for additional learning on their own, and recognized each other’s gifts and talents to contribute to solutions. It also meant failing and learning from failing. By working together, students encouraged each other to keep trying, asking new questions, and trying new ideas.

Integrative learning meant students connected their learning to the world of work and the impact of that work on the world. John Dowling from Technical College High School Pennock’s Bridge talked about moving from simply showing students how it is important to inflate tires on a cold day to connecting tire inflation to tire wear, gas use, and even global warming. Adding in mathematics and science instruction made learning deeper and more relevant to their lives.

Reflective learning was perhaps the most profound and yet the easiest to integrate. Many times CTE students use their learning, gifts, and natural talents to serve the community. From building little libraries or making toys for Christmas to helping people with their cars or having a free haircut day, students in CTE are impacting people's lives now, not just at some point in the future. Giving time for students to develop their understanding of who they are and how they serve the world through work and empathy has a lifelong impact.

Education focuses on content as a primary outcome, but pedagogy is a critical part. Understanding the natural connection between CTE and pedagogical practice is important to enhance student learning.

The next blog will highlight the connection between the engineering design process and the multiple pedagogies to create an equitable educational environment where every student can learn and develop both academically and affectively.