Scaffolding learners' self-regulation in workplace learning: design of a pedagogical pattern for placements

Smith, Christine and Curtis, Lucill J. (2019) Scaffolding learners' self-regulation in workplace learning: design of a pedagogical pattern for placements. Journal of Vocational Education and Training. ISSN 1747-5090

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Abstract

The intent in workplace learning opportunities is to help students attain the work-ready competencies (or employability) that are sought by graduate employers. By consequence, the Higher Education (HE) and Further Education (FE) sectors of the UK are under pressure to identify and respond to students’ needs during this important, but often challenging transition to workplace learning. The design of an outline ‘pedagogical pattern’ for scaffolding students’ transition into work placements is provided. We discuss the pattern as a systematic approach to scaffolding support during transition into work placements to aid workplace learning.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > Norwich Business School
Depositing User: LivePure Connector
Date Deposited: 25 Apr 2019 13:30
Last Modified: 28 Oct 2019 14:15
URI: https://ueaeprints.uea.ac.uk/id/eprint/70699
DOI: 10.1080/13636820.2019.1612936

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