TY  - JOUR
AV  - public
N2  - The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. Nespor?s (1994) concept of ?knowledge in motion? and workplace learning theories are employed as a conceptual framework to examine the Continuing Professional Development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data was gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around four themes: 1) the range of CPD engaged with by vocational teachers; 2) the limitations of propositional, explicit knowledge; 3) engaging with and capturing tacit knowledge; 3) managing the temporality of vocational knowledge; and 4) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms
SN  - 1747-5090
SP  - 143
JF  - Journal of Vocational Education & Training
PB  - Taylor and Francis
UR  - http://dx.doi.org/10.1080/13636820.2015.1128962
ID  - discovery1475884
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
IS  - 2
KW  - further education
KW  -  vocational education and training
KW  -  actor network theory
KW  -  CPD
KW  -  teacher professional learning
A1  - Broad, JJH
EP  - 160
VL  - 68
Y1  - 2016/01/19/
CY  - UK
TI  - Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers? professional development
ER  -