@article{Chen_Schmidtke_2017, title={Humanistic Elements in the Educational Practice at a United States Sub-Baccalaureate Technical College}, volume={4}, url={https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/166}, DOI={10.13152/IJRVET.4.2.2}, abstractNote={<p>Humanism has never been able to establish a firm place in technical education, which remains predominantly pragmatist in response to industry needs, certification requirements and educational standardisation. However, after a period of decline, humanism has made somewhat of a comeback as part of the movement toward student-centred education. Research conducted at a technical college showed that although . This research indicated that including humanistic elements in educational practice will enable instructors to be more effective in helping students to develop skills in relation to team work, problem-solving, systems improvement, lifelong learning and other areas that are becoming increasingly necessary for success in the workplace. The include a constructivist approach with a focus on contextual teaching and learning using situated cognition, cognitive apprenticeships, anchored instruction and authentic assessment. At the same time, some suggestions for improving professional development for teachers by using a Gestalt approach along with self-study in the context of learning communities have been discussed.</p> <p> </p>}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Chen, Peng and Schmidtke, Carsten}, year={2017}, month={Aug.}, pages={117–145} }