Abstract
Workplace learning emphasizes a learning paradigm that considers learners to be active and self-directed rather than passive learning in the traditional training paradigm. The aim of this article is to try to synthesize the existing literature and studies as well as summarize the relevant information and available evidence to find the current state of teachers’ Workplace Learning in TVET (Technical and Vocational Education and Training) institute. In practice, this study will help vocational schools understand the current situation of vocational education teachers’ workplace learning and provide evidence for vocational colleges to take reformation and transformation. For the future, researchers could explore the relationships among workplace learning environment, learning strategies, and learning outcomes in the TVET context.
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