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Abstract:This paper draws on recent reports and articles concerning vocational education and training which in 2014 aim to offer a theoretical underpinning for vocational pedagogy and one that promotes a greater understanding of how the 'practical knowledge' within vocational education and training can be developed through a consideration of different pedagogic practices. What these reports fail to do however is to address a consideration of the 'theoretical knowledge' within vocational areas of study currently on offer. This article, therefore seeks to provide an alternative view of vocational pedagogy that arises from a practitioner perspective of teaching science to vocational 'subjects' for a number of years. Hence it is an attempt to reframe the arguments for vocational pedagogy into a consideration of the teaching of 'science' within vocational education rather than an analysis of the newly defined concept of vocational pedagogy which implies that teaching vocational subjects is an art in itself.

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The author has over 20 years' experience as a Further Education (FE) teacher, teaching science subjects that range from 'O' Level to GCSE, 'A' Level Biology, BTec Health and Social Care, BTec Sports Science, 'A' Level PE through to GNVQ Science amongst other vocational areas such as Medical Laboratory Science, Catering Science and Hairdressing Sciences. Since 1994 she has been involved in teacher education with both awarding body and university based courses and in 2010 she entered a higher education institution and remains involved with post compulsory teacher education where she has maintained a research interest in the role and place of knowledge within vocational subjects. Publications include 'Here's the iPad', The BTEC. Philosophy: