Effectiveness of Activity-Led Learning as Pedagogy for Nurturing Pre-Service Technical and Vocational Education Teachers’ Professional Skills

Ahmad Aliyu Deba, Babawuro Shuaibu

Abstract


Learning through activities is an essential ingredient or task in any technical and vocational education (TVE) programme that facilitate pre-service TVE teachers’ competency development. Beside, enhancing professional skills of student is a major concern in TVE so as to enable them to effectively function suitably in the world of work. Current instructional pedagogies in practice were reported in several parts of the literature for not meeting the aforesaid desires befittingly. Over the years, activity-led learning (ALL) pedagogies were reported as promising instructional approaches in other fields related to technical and vocational education (TVE). These fields among other include but not limited to engineering and computing (Tovey & Davies, 2011, Bird & Cheah, 2014 and AICPA 2010), in building and architecture (Igarashi, 2015) and in computer science (Wilson-Medhurst, 2015, Wilson-Medhurst & Green, 2012 and Iqbal, 2011). Hence, this paper reviewed and shed light on theoretical support underpinning ALL, Concept of ALL, relevant of ALL pedagogies for teaching in TVE and finally, professional skills (PS) and need for TVE students to acquire PS. In conclusion, the paper emphasize the rationale behind activity led learning in engaging students particularly in this current economic challenges that require TVE students to develop and apply their technical and scientific knowledge, as well as their new professional. Hence, the paper suggest for the implementation of these strategies and where necessary research on activity-led leaning be conducted to ascertain it veracity particularly in TVE in the context of Nigeria.


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