eprintid: 1475884
rev_number: 35
eprint_status: archive
userid: 608
dir: disk0/01/47/58/84
datestamp: 2016-03-02 11:57:18
lastmod: 2020-02-12 20:07:44
status_changed: 2017-11-20 15:10:35
type: article
metadata_visibility: show
creators_name: Broad, JJH
title: Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development
ispublished: pub
divisions: UCL
divisions: A01
divisions: B16
divisions: B14
divisions: J80
keywords: further education, vocational education and training, actor network theory, CPD, teacher professional learning
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: 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
date: 2016-01-19
date_type: published
publisher: Taylor and Francis
official_url: http://dx.doi.org/10.1080/13636820.2015.1128962
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
article_type_text: Article
verified: verified_manual
elements_id: 1115176
doi: 10.1080/13636820.2015.1128962
lyricists_name: Broad, Janet
lyricists_id: JHBRO31
actors_name: Broad, Janet
actors_id: JHBRO31
actors_role: owner
full_text_status: public
publication: Journal of Vocational Education & Training
volume: 68
number: 2
place_of_pub: UK
pagerange: 143-160
event_location: UK
issn: 1747-5090
citation:        Broad, JJH;      (2016)    Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development.                   Journal of Vocational Education & Training , 68  (2)   pp. 143-160.    10.1080/13636820.2015.1128962 <https://doi.org/10.1080/13636820.2015.1128962>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1475884/1/Broad_rethinking%20vocational%20knowledge%20paper%20FINAL%20unformatted%2011-17.pdf