Working and Learning from a Bernsteinian Perspective

Abstract

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.