Dual Learning Model in Driving Instructor Education

Abstract

Since 2012 Oslo and Akershus University College of Applied Sciences (HiOA), now Oslo Met – Oslo Metropolitan University, has been offering a two-year program for driving instructor students. The principle in our dual learning model is that students practice as much as possible in authentic driving schools, and also get their theoretical input at the university each week.

Tron Inglar (2015) claims that teachers need a high level of proficiency to be able to perform their profession with high standards. Stephen Billett (2008) leans on Joseph Raelin and claims that workplace learning experiences offer an effective means for maintaining skill currency across working lives as well as meeting specific enterprise skill needs.

My project seeks to examine how the organization of our learning model might contribute to the education of driving instructors who are well prepared to enter the profession.  In order to address this, I have conducted observations of the students’ teaching practice, and conducted group interviews with the students and their supervisors.

Findings show that workplace learning at an authentic driving school make the students appear more effective and confident in themselves before they start their careers as driving instructors. The findings also identify how the students provide good learning experiences for the pupils. Some challenges in our learning model were also discovered.

Keywords: Driving instructor education, workplace learning, efficiency in maintaining teaching skills, efficiency in driving skills for pupils, real life experience.