Pedagogy is normally defined as a conscious set of principles and strategies used by teachers in instructing their students; the term is usually applied only to school-based practices. We suggest that pedagogy can be discovered in any social context where knowledge is distributed and used.
Work-based learning has been described as the linkage of learning to a work role. According to Levy et al. (1989, p. 4) who identify three components to work-based learning which they claim provides an essential contribution to the learning, by:
1)identifying and providing relevant off-the-job learning opportunities.
2) structuring learning in the workplace.
3) providing appropriate on-job training/learning opportunities.
Interestingly Seagraves et al. (1996) went on to classify the three strands as: learning for work; learning at work and learning through work. However, whereas it might be accepted that students undertaking any level of work-based activity could be assumed to engage automatically in reflection-in-action (since this is, seemingly, unavoidable) structured reflection-on-action could be viewed as a highly introspective activity that has little relevance except in higher level occupations. Reflection-on-action may have relevance in professions where there are ethical dimensions to be considered and important decisions to be made, but, in other fields, retrospective reflection as a means of learning appears to have been discounted in favour of more measurable approaches to learning from work, for example Apprenticeship standards.
Workflow Learning Idea: 4-Step Learning Loop Process