Innovative Pedagogy: A Case Study – the Culinary Arts College in Taiwan

Authors

  • Hui-Wen HSIA Institute of Guanxiology
  • Sophia Shi-Huei HO University of Taipei
  • Robin Jung-Cheng CHEN National Chengchi University

DOI:

https://doi.org/10.53308/ide.v4i3.91

Keywords:

culinary school; innovative pedagogy; phaslised learning; social learning environment; thematic teaching

Abstract

 Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities.
The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.

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Published

2017-12-18

How to Cite

HSIA, H.-W. ., HO, S. S.-H. ., & CHEN, R. J.-C. . (2017). Innovative Pedagogy: A Case Study – the Culinary Arts College in Taiwan. International Dialogues on Education Journal, 4(3). https://doi.org/10.53308/ide.v4i3.91

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Articles