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Vocationalizing Education: Unpacking TVET College Lecturers' Instructional Practices
Abstract
Technical and vocational education and training (TVET) colleges continue to struggle to fulfill their mandate of skills development among the youth. This is so because TVET colleges still lag behind in integrating information and communications technology (ICT) in their classrooms, which has made inroads in industries. Qualitative approach was used to investigate the TVET college lecturers' instructional practices in their classrooms. Four TVET colleges as well as eight lecturers were purposefully and conveniently selected for the study. The technological pedagogical content knowledge (TPACK) framework was used as an underpinning framework. Findings reveal that lecturers are not keen in integrating ICTs in their teaching and some are not encouraged to do so. It was also found that not all lecturers are adequately qualified to teach in the vocational field. The study recommends that teaching resources be sought in order for colleges to align their practices with industrial practices. Lecturers too should be capacitated in integrating technology in their lessons.
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