A typology of occupational teachers’ capacities across the three academic levels

Abstract

This chapter focuses on the pedagogic activities of teachers, who are involved in professional or work-related provisions. It uses a dual professionalism concept at the initial stage (Handal, 1999) to investigate how teachers acquire and apply their teaching know-how or capacities from curriculum development to teaching strategies. The study of the acquisition of knowledge relies on concepts by Clandinin (1985), Shulman (1987), Becher (1994) and Bernstein (1996). The understanding of the application of know-how refers to theories by Eraut (2004), Evans et al. (2010), Loo (2014) and Winch (2014). In particular, recontextualization processes are used to understand the acquisition and application of the teachers' capacities. In so doing, a list of contextual activities is ascertained from the various recontextualization processes. These activities are derived from the teachers' pedagogic activities across three academic levels and varied disciplines. Thus this chapter offers development of these analysed descriptive narratives and metaphors culminating in a typology of these teaching activities.