Parker Daniel A, Roumell Elizabeth A
Rehabilitation, Human Resources, and Communication Disorders, University of Arkansas, Fayetteville, AR, United States.
Educational Administration and Human Resource Development, Texas A&M University, College Station, TX, United States.
Front Psychol. 2020 Jun 30;11:1479. doi: 10.3389/fpsyg.2020.01479. eCollection 2020.
Along with technological progress, vocational education and training (VET) is consistently changing. Workforce disruption has serious consequences for workers and international economies, often requiring adults to transition into different occupations or to upskill to maintain employment. We review recent literature covering VET trends, theoretical considerations for the 21st century, and present an approach to workforce training to help workers not only learn necessary skills but also become adaptable to constant change. We suggest a functional contextualist approach to mastery learning achieves this aim. Specifically, we offer suggestions for pedagogy that not only develop skills but also encourage higher order thinking. Within a novice to expert continuum, we suggest deliberate practice, mental simulation, and reflective meaning making as methods to achieve efficiency and transfer-learning outcomes relevant to a changing workforce. This approach recognizes that learning is context bound and should promote broader human capabilities that support both employability and the continuing development of life literacies.
随着技术进步，职业教育与培训（VET）也在不断变化。劳动力市场的动荡给工人和国际经济带来了严重后果，这通常要求成年人转向不同职业或提升技能以维持就业。我们回顾了近期有关职业教育与培训趋势、21世纪理论思考的文献，并提出了一种劳动力培训方法，以帮助工人不仅学习必要技能，还能适应不断的变化。我们建议采用功能情境主义方法进行掌握学习来实现这一目标。具体而言，我们为教学法提供建议，这种教学法不仅能培养技能，还能鼓励高阶思维。在新手到专家的连续体中，我们建议将刻意练习、心理模拟和反思性意义构建作为实现与不断变化的劳动力相关的效率和迁移学习成果的方法。这种方法认识到学习是受情境限制的，应促进更广泛的人类能力，以支持就业能力和生活素养的持续发展。
