PERSPEKTIF - Universitas Negeri Yogyakarta

PERSPEKTIF - Universitas Negeri Yogyakarta

PERSPEKTI F PTK Dr. Putu Sudira, M.P. [email protected] 08164222678 http://staff.uny.ac.id/cari/staff?title=Putu+Sudira Sek.Prodi PTK PPs UNY, peneliti terbaik Hibah Disertasi 2011, lulusan cumlaude S2 TP PPs UGM lulusan cumlaude S3 PTK PPS UNY; Peneliti Kearifan Lokal PTK; Kantor: Vocational and Technology Education Lantai II sayap timur Gedung Pascasarjana UNY

THE NEW VOCATIONALISM: A DEWEYAN ANALYSIS JEFFREY LAURANCE DOW A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

five integrated elements of the new vocationalism: 1) career academies, 2) Tech Prep programs, 3) all aspects of the industry (AAI) curriculum, 4) constructivist pedagogy, and 5) student internships with business partners. use expanded teacher roles and an integrated curriculum approach

Analysis Deweys work and that of the NCRVE indicated that the conception of the new vocationalism as an active, studentcentered, collaborative investigation of industrial society led by expert teachers was consistent with Deweys notion of vocational education as a process of reflective thinking leading to intellectual and social growth. John Dewey, David Snedden, and Charles Prosser

schooling of the day had become sterile and needed to become more relevant to the social and economic realities of the industrial age. different conclusions about the purposes of schooling and the organization of instruction. David Snedden, and Charles Prosser vision of schooling from industry and the organization

of industrial society. David Snedden, and Charles Prosser vision of schooling from industry and the organization of industrial society. move students through vocational programs and into the industrial workforce. move students through vocational programs and into the industrial workforce. training students to work in specific occupations, productive individuals in society,

work cooperatively David Snedden, and Charles Prosser vision became codified in the 1917 SmithHughes Act and dominated vocational education policy in the first half of the century developed a dual track system, one academic track leading to college and a second vocational track leading to industrial work.

Dewey education from what he took to be the demands of an emerging industrial democracy. schooling that was much more compelling than the factory. only true freedom was intellectual and that workers and students alike should have the chance to develop "industrial competency; a critical understanding of management, marketing, production, and distribution, the fundamental elements of an industrial

society; Dewey Citizens meaningful work and developed in them the "competency to choose and make [their] own career; The better alternative was to educate young people for "civic efficiency or good citizenship" by teaching students the process of reflective thinking and giving them the confidence "to make [their] own

choice[s] intelligent" Dewey a school that fostered democratic living and reflective thinking, one that encouraged students to consider values, attitudes, and responsibilities and then to act on them. "education through occupations as a way to build on students intrinsic interests, motivate students to expand their intellect, and encourage political and social activism. Such an approach actively applied by all

members of society, improve the quality of democratic social life in America. Dewey a school that fostered democratic living and reflective thinking, one that encouraged students to consider values, attitudes, and responsibilities and then to act on them. "education through occupations as a way to build on students intrinsic interests, motivate students to expand their intellect,

and encourage political and social activism. Such an approach actively applied by all members of society, improve the quality of democratic social life in America. Dewey o developing curriculum, training vocational teachers, and developing programs to insure equity and program access for minorities and students with disabilities.

Social Efficiency Paradigm o developing curriculum, training vocational teachers, and developing programs to insure equity and program access for minorities and students with disabilities. o Schools are agents of the state that produce social control through appropriate job training and discipline. o The social efficiency paradigm got its impetus from the test-and-sort technology that followed the introduction of the IQ test in 1916 (Kliebard, 1986). o Ten years earlier, Edward L. Thorndike (1906) had

declared that "no high school is successful that does not have in mind the work . . . its students will have to perform and try to fit them for it" Social Efficiency Paradigm o SOCIAL CONTROL:Their educational goal was to measure each students academic potential and to match that potential to an appropriate career track. o Schools would prepare the young for the new discipline of industrial work. o schools would supplement family and church

and become America's most powerful; o applied to factories and schools alike. o The primary purpose of both was to increase social and economic efficiency Social Efficiency Paradigm o TRADE TRAINING: o School as a Taylorist bureaucracy New Vocationalism o focused on two approaches: (a) curricular integration of vocational and academic subject

matter to produce activity-based learning and high level lessons for students; (b) curriculum articulation across grades 10-14 and a smooth transition from high school to postsecondary education and on to work (Hull & Parnell, 1991; Parnell, 1985). six guiding principles for the work of the organization: 1. Understanding employability as broadly conceived and career focused 2. Integrating academic and vocational education for all

students 3. Emphasizing program outcomes as well as program access 4. Attending to postsecondary and adult vocational education through articulation in the K-14 concept 5. Involving practitioners in research and researchers in practice 6. Collaborating with mainstream research in education and social science. (National Center for Research in Vocational Education, 1989, archived speech outline)

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