The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals

Goh, Adeline Yuen Sze

doi:10.1080/0158037x.2013.770390

Cited by 11 publications

(16 citation statements)

References 22 publications

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“…So the social relationships, rather than the peripherality of the practices, eased her way in to work. In a similar study, Goh (2013) found that social relationships were important in understanding how individuals learn in their workplace. These social relationships could help individuals who are peripheral learn and move towards full membership in a community of practice.…”

Section: Individual Positions Relative To the Learning Contextsmentioning

confidence: 97%

“…As put it, 'it is not just that each person learns in a context, rather, each person is a reciprocal and mutually constitutive part of that context' (p.168). These practices are partly influenced by individual biography, which plays a significant part in influencing learning within a context Goh, 2013Goh, , 2015. However, it is not just these practices and biographies which we need to focus on, but equally important are the positions, dispositions and actions of individual learners in relation to these practices .…”

Section: Workplace As a Site For Teachers' Learningmentioning

confidence: 99%

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Student vocational teachers: the significance of individual positions in workplace learning

Goh

Zukas

2016

Journal of Vocational Education & Training

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In most Initial Teacher Preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers' dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers' roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu's thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments.

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Section: Individual Positions Relative To the Learning Contextsmentioning

confidence: 97%

Section: Workplace As a Site For Teachers' Learningmentioning

confidence: 99%

Student vocational teachers: the significance of individual positions in workplace learning

Goh

Zukas

2016

Journal of Vocational Education & Training

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“…Viewing professional formation as simply the gaining of qualifications limits our understanding of the capacities of a lecturer within FE and detracts from the personal aspects of the individual that are integral to agency and situational competency (Goh 2013) or bildung. Beliefs, desires, personal philosophy (educational and otherwise), political leanings and views, personal life and interests, alongside experience and learning, all contribute towards the continuous formation of the individual, both in personal and professional contexts.…”

Section: Who Are Fe Lecturers? What Does Professional Formation Look Like?mentioning

confidence: 99%

The role of mentors in supporting the professional learning of lecturers in further education colleges in Scotland and Wales

Husband

2020

Research in Post-Compulsory Education

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This article details the findings of a research project that aimed to interpret and understand the experiences of further education lecturers as they undertook initial teacher education. Using rigorous methods grounded in hermeneutic phenomenology, the research situated in colleges in Scotland and Wales structured as two significant case studies, revealed that the 20 respondents had a reliance on both formal and informal mentoring from colleagues in developing their practice as lecturers. The support received from mentors supplemented the perceived deficiencies of formal training courses in preparing the respondents for supporting students with extended needs. The article analyses the relationship between formal university provided teacher education and the practicalities of supported work based practice. The research foregrounds UK further education as a suitable and internationally important model for the broader study of utilised methods of professional learning and the relationships between mentoring and prescriptive qualifications. The paper concludes by highlighting the importance of strengthening and developing mentoring and work based professional learning partnerships within colleges and foregrounds the pertinence of this in relation to the next phase of FE development in the UK.

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“…Bourdieu (1984) prefers to view individual agency as partly for survival and partly an attempt to do well in order to succeed; that is, to strive for "distinction". Goh (2013) argues that individual agency is significant in understanding how individuals fit into the learning context. However, in this case, trainee teachers chose to be agentic in protecting their trainee role in order to perform well for their teacher training programme, although they had the cultural and social capital which is valued in the community of practice of the "workplace as trainee".…”

Section: The Inter-relationship Between College-based and Workplace Learningmentioning

confidence: 99%

Insights from a Bourdieusian lens

Goh

2014

Journal of Workplace Learning

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Purpose – This paper aims to extend the workplace learning literature by conceptualising the relationship between college-based and workplace learning, through critically examining how trainee teachers learn when they enter an initial teacher training programme. Design/methodology/approach – This paper draws on the findings of a completed research study which explores how individuals learn to become a vocational and technical teacher (VTE) in Brunei. The research comprises a qualitative study of a group of student teachers enrolled on a one-year teacher training programme that consists of a combination of college-based and workplace learning. This approach argues that it is necessary to look beyond demarcating what is formal and informal learning. Findings – From a theoretical point-of-view, Bourdieu's theoretical tools can be used to extend Lave and Wenger's notion of legitimate peripheral participation in understanding how individuals learn in a learning context. This approach provides us with a way to think of learning as relational to the individuals. That is, learning is influenced by the roles and practices of each individual, even within the same learning context. Thus, to label the college-based learning as formal and workplace learning as informal is unhelpful in understanding this relationship. Practical implications – Understanding that roles and practices in different learning sites such as college and workplace influence learning has practical significance for teacher training organisations wanting to focus on learning issues and opportunities for the development of trainee teachers. More specifically, such an understanding also acts as a reminder to teacher training organisations of the importance of considering learning within a teacher training programme as a whole, rather than focusing only on the practices within each of the learning sites. Originality/value – This paper highlights the importance of roles and practices in relation to particular situations which are often overlooked in the learning literature. In addition, the paper focuses on both college-based and workplace learning in order to understand learning within a vocational and technical teacher training programme.

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The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals

Cited by 11 publications

References 22 publications

Student vocational teachers: the significance of individual positions in workplace learning

Student vocational teachers: the significance of individual positions in workplace learning

The role of mentors in supporting the professional learning of lecturers in further education colleges in Scotland and Wales

Insights from a Bourdieusian lens

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