Vocational education and training teachers’ conceptions of their pedagogy

Kemmis, Roslin Brennan; Green, Annette

doi:10.5172/ijtr.2013.11.2.101

Cited by 50 publications

(31 citation statements)

References 11 publications

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“…Choy et al (2016) elaborate how partnership development in SBE can be theoretically understood using TPA. Brennan Kemmis and Green (2013) examine vocational teachers' pedagogy by analyzing VTE students' sayings, doings, and relatings in practicums, revealing the tensions between vocational and academic education. They also pose the question of whether the short Australian VTE provides sufficient time for the reflective process needed to nurture a depth of knowledge.…”

Section: Aim and Research Questionsmentioning

confidence: 99%

Vocational teacher students’ critical reflections in site-based education

Berglund

Gustavsson

Andersson

2020

International Journal of Training Research

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Critical reflection is an essential element in the professional teacher's practice. This article investigates vocational teacher education (VTE) students´ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students' written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students' ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.

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Section: Aim and Research Questionsmentioning

confidence: 99%

Vocational teacher students’ critical reflections in site-based education

Berglund

Gustavsson

Andersson

2020

International Journal of Training Research

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“…Brennan Kemmis and Green (2013) showed a duality of identity in a study of Australian VET teachers' conceptions of their pedagogy (cf. Fejes and Köpsén 2014).…”

Section: Vet Teachers' Cpd In the Initial Occupation And Their Dual Imentioning

confidence: 99%

VET teachers between school and working life: boundary processes enabling continuing professional development

Andersson

Köpsén

2019

Journal of Education and Work

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Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students' school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers' CPD and influencing vocational teaching. It is important for the quality of VET teachers' CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

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“…Whilst industry representatives have long suggested that teachers do not understand the business of business, there is little evidence that these representatives understand the processes of education or learning (Billett, 2004). Moreover, as many of the teaching work force in vocational education have had extensive industry experience and have been employed on that basis, surely their voices should be included, rather than excluded, from the process of curriculum development and they should be centrally involved in decisions about its enactment (Baverstock, 1996;Brennan Kemmis & Green, 2013;Marland, 1987). Not the least here are understandings about the diversity of occupational practice, and how they can be learnt.…”

Section: Imperatives Driving Provisions Of Vocational Educationmentioning

confidence: 99%

Beyond competence: an essay on a process approach to organising and enacting vocational education

Billett

2016

International Journal of Training Research

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The competency-based approach to vocational education is premised on narrow and dated conceptions of human functioning, performance and development. Its adoption is more driven by administrative concerns about measurable outcomes than educational processes and outcomes. Informed by educational science, and earlier debates, this article discusses the goals for and approaches to realise the outcomes that governments and supragovernmental agencies want. It emphasises the centrality of (a) experiences promoting students' learning, (b) understanding the goals to be achieved by vocational education, and (c) aligning these with educational processes. Common to individuals, their communities, workplaces, professional associations and government needs are the development of applicable and adaptable occupational capacities. Yet these cannot be secured or assessed through competency-based education. The capacities required for current and emerging occupational practice, necessitate a focus upon processes, not measurable outcomes. Hence, there is need to focus on learners' personal practices and educational processes.

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Vocational education and training teachers’ conceptions of their pedagogy

Cited by 50 publications

References 11 publications

Vocational teacher students’ critical reflections in site-based education

Vocational teacher students’ critical reflections in site-based education

VET teachers between school and working life: boundary processes enabling continuing professional development

Beyond competence: an essay on a process approach to organising and enacting vocational education

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