Vocational Teachers’ Knowledge, Experiences, and Pedagogy

Abstract

This chapter aims to address the two issues of teacher knowledge and pedagogy of VET in the English FE sector. Drawing from a larger research project, it uses the empirical findings from the questionnaire survey and semi-structured interviews of seven FE participants, who teach on VET provisions. In addressing the issue of teacher knowledge, a delineation of teaching knowledge, relevant disciplinary knowledge (Becher, 1994) and theories of learning (Bernstein, 1996) are included. Typologies of teacher knowledge (e.g. Clandinin, 1985; Shulman, 1987; Loo, 2012) are employed to offer a wider perspective of teacher knowledge. From an occupational perspective, conceptions of theoretical knowledge, knowledge of procedures, skill sets, dispositions and past work know-how are drawn from researchers such as Bernstein (1996), Eraut (2004) and Winch (2014). The teacher know-how is used to conceptualise a VET pedagogy framework. Using a Bernsteinian conceptualisation of knowledge types, the processes of recontextualization are used. These processes offer insights into how teacher knowledge may be modified through selection, relocation and refocus for application in a VET pedagogic setting. Using examples of the empirical data, the types, sources and application of VET teachers' know-how are delineated. In this delineation, the theoretical framework draws on concepts such as knowledgeable practice (Evans, 2016), practice architectures (Kemmis and Green, 2013) and Systems 1 and 2 (Kahneman, 2012). The concepts offer additional insights into how VET deliverers use their know-how towards the final choice of the relevant teaching strategies in their specific pedagogic settings. This chapter finally offers contributions and implications resulting from this study.