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