Acceso usuarios
Makoto Matsuo, Takuro Tsukube
Cognitive apprenticeship has been widely recognized as an instructional model for developing higher-order cognitive skills. This article reviewed the literature on cognitive apprenticeship to apply this instructional model to the fields of management education and workplace learning. First, the characteristics of cognitive apprenticeship were described and compared to traditional apprenticeship. Then, literature was reviewed in the fields of educational management. It was found that the literature can be categorized by setting (workplace vs. classroom) and communication process (face-to-face vs. web-based). Research on workplace setting is limited, and most studies have focused on the method of cognitive apprenticeship rather than other components of the model such as content, sequence, and sociology. Based on the review, this paper proposes to: (1) create face-to-face and web-based cognitive apprenticeship programs for management education, (2) integrate a cognitive apprenticeship model with coaching research, including the coaching of students, and (3) develop a measurement scale for evaluating teachers and instructors in management education.
