Pedagogical beliefs in work based learning: an analysis and implications of teachers’ belief orientations

This paper presents findings of a research project that aimed to critically examine work based learning teachers’ pedagogical beliefs and their potential implication on practice and expectations of learners and employers. Based on an online tool, qualitative and quantitative (descriptive) data were generated from a purposive sample of some 120 academics working in the sector across the UK. Two pedagogical belief orientations emerged: ‘Pedagogical Belief A’ – transfer of professional/working knowledge; and ‘Pedagogical Belief B’ – facilitating learning and developing reflective practice. The paper argues that WBL teachers’ ability to look beyond their own beliefs and understanding of teaching to more strategically blended and shared understanding would be important to ensure that while teaching and learning meet academic quality standards, student learning experiences would meet expectations at the workplace