Teachers and Teaching in Vocational and Professional Education

Loo, Sai

doi:10.4324/9781315165073

Cited by 5 publications

(15 citation statements)

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“…The latter type of vertical knowledge is exemplified by OP2's description of the use of 'behavioural management concepts' in health and social care programmes. A detailed explanation of Bernstein's vertical and horizontal discourses is located on pages 19 -24 of the Teachers and Teaching in Vocational and Professional Education (Loo, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…By inference, he might be referring to Evans et al's content recontextualization where 'disciplinary' knowledge is selected, relocated and refocused for pedagogic purposes. Post-Bernsteinian researchers such as Evans et al (2010) and Loo (2014Loo ( , 2018 do not necessarily adhere to Bernstein's immutability of the vertical and horizontal knowledge in recontextualization. For them, vertical or explicit and horizontal or tacit (to put these in simple terms) may be involved in the recontextualization process.…”

Section: Discussionmentioning

confidence: 99%

“…How is its related knowledge acquired and applied by those teaching on the programmes? (Loo, 2018). 'Occupational pedagogy' is used to denote teaching and learning across the academic levels of vocational/TVET, higher vocational/first-degree, and professional education.…”

Section: Project Detailsmentioning

confidence: 99%

“…TVET is used to denote an international perspective (UNESCO, 2012) rather than the 'English context' which is associated with the socio-cultural baggage of the 'academic-vocational' divide and its associations relating to class, parity of esteem and disadvantaged groups in England (Loo and Jameson, 2017). This chapter follows on from an empirically based project (Loo, 2018). It investigated the types of teaching and learning using the different forms of recontextualization and "the types and applications of know-how leading up to the occupational teachers' capacities", which had the beginnings of a typology (Loo, 2018, p. 118).…”

Section: Introductionmentioning

confidence: 99%

“…The empirical data is from a project (Loo, 2018), which investigates the types of teaching and learning using forms of recontextualization to understand how certain forms of knowledge such as occupational, disciplinary and pedagogic are acquired and applied in teaching contexts. The participants teach on pre-university or technical and vocational education and training (TVET), first-degree or higher vocational and professional education.…”

mentioning

confidence: 99%

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

Loo¹

2019

Multiple Dimensions of Teaching and Learning for Occupational Practice

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Project Detailsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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

Loo¹

2019

Multiple Dimensions of Teaching and Learning for Occupational Practice

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Working and Learning from a Bernsteinian Perspective

Loo¹

2019

Handbook of Vocational Education and Training

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This chapter focuses on the working and learning of teachers' professional/occupational practices. These practices occur in the teachers' specific areas of professional sectors such as the airline industry, equine sector and fashion and textiles. The deliverers teach on work-related programmes in the vocational/technical and vocational education and training (TVET)/pre-university academic level.In studying the working and learning of the teachers' professional practices, this chapter uses a conceptual framework that relies on a dual professional concept (Handal, 1999) at the initial stage and this contribution centres on occupational practices and not the pedagogic activities of the teachers. Acquisition of knowledge theoretical frameworks relates to those by Clarke and Winch (2004), Eraut (2004), and Winch (2014. Turning to the application of knowledge, the relevant conceptual frameworks include those by Barnett ( 2006), Evans et al. (2010), Kahneman (2012), Kemmis and Green (2013), and Evans (2016).The empirical evidence is based on data from a larger project (Loo, 2018). The research methodologies include quantitative and qualitative research methods. These are questionnaire survey, one-to-one semi-structured interviews and documentary evidence.Using empirical data, examples of how types of know-how acquired by participants in gas servicing, health and social work, fashion and textiles and equine industries are discussed. The participants' perspectives of their use of know-how are also delineated using the above theoretical frameworks to provide deep insights into how they perform their roles in the respective work areas. The conclusion section offers contributions and implications of this study.

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