@incollection{discovery10071526,
            year = {2018},
           title = {Vocational Teachers' Knowledge, Experiences and Pedagogy},
          editor = {S McGrath and M Mulder and J Papier and R Suart},
         address = {Cham, Switzerland},
       booktitle = {Handbook of Vocational Education and Training: Developments in the Changing World of Work.},
            note = {This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.},
       publisher = {Springer},
        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. Studies in Higher Education 19:151-161, 1994), and theories of learning (Bernstein. Pedagogy, symbolic control and identity: theory, research, critique. Taylor and Francis Limited, London, 1996) is included. Typologies of teacher knowledge (e.g., Clandinin. Curriculum Inquiry 15(4):361-385, 1985; Shulman. Harvard Educational Review 57(1):1-22, 1987; Loo, International Journal of Lifelong Education 31(6):705-723, 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 (Pedagogy, symbolic control and identity: theory, research, critique. Taylor and Francis Limited, London, 1996), Eraut (Workplace learning in context, Routledge, London, pp. 201-221, 2004), and Winch (Knowledge, expertise and the professions, Routledge, London, pp. 47-60, 2014). The teacher know-how is used to conceptualize a VET pedagogy framework. Using a Bernsteinian conceptualization 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. Vocationalism in further and higher education: policy, programmes and pedagogy, Routledge, Abingdon, pp. 117-130, 2016), practice architectures (Kemmis, Green. International Journal of Training Research 11(2):101-121, 2013), and systems 1 and 2 (Kahneman. Thinking, fast and slow, Penguin Books, London, 2012). The concepts offer additional insights into how VET deliverers use their know-how toward the final choice of the relevant teaching strategies in their specific pedagogic settings. This chapter finally offers contributions and implications resulting from this study.},
          author = {Loo, SY},
             url = {https://doi.org/10.1007/978-3-319-49789-1\%5f22-1},
        keywords = {Experiences, Knowledge, Occupational, Pedagogy, Teachers, Technical and vocational education and training},
            isbn = {1402083475}
}