Use of a trade practice model in teaching electrical installation procedures to apprentices
This paper reports a case study of a single teacher’s attempts to implement a curriculum based on a learning model that embraces self-monitoring and use of task-feedback by the learner and teacher student interaction in regard to the evaluation of student performance and the setting of goals for subsequent performance. The curriculum is one 40 hour unit in the apprentice electrician’s course at a Brisbane college of TAFE.
Authors: Evans, Glen T.; Butler, Jim
Published: [Place of publication not identified], [publisher not identified], [1993]
Resource type: Conference paper
Access item: Request Item from NCVER
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