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Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise

Lahiff, A; Broad, JH; (2019) Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise. In: Guile, D and Unwin, L, (eds.) The Wiley Handbook of Vocational Education and Training. (pp. 433-454). Wiley-Blackwell: Hoboken. NJ, USA. Green open access

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Abstract

This chapter explores how English Further Education (FE) college vocational teachers’ expertise is used and developed in practice. Examples are drawn from two research projects. The first focused on the experiences of vocational teachers as they engaged in teaching observations as part of their initial teacher training (ITT). The second centred on the continuous professional development (CPD) activities used by vocational teachers to maintain and refresh their occupational knowledge and expertise. In adopting Cultural Historical Activity Theory (CHAT) and Actor-Network Theory (ANT), respectively, we show how the development of vocational expertise is diffuse and positioned within networks of both people and things. We argue that through our use of ethnographic observations and in-depth interviews, we have developed robust methodological approaches which offer opportunities to not only capture vocational practice in action but also to make such practices visible. We discuss the implications of our research with the aim of rethinking how best to support the development of vocational teachers.

Type: Book chapter
Title: Capturing the Elusive: How Vocational Teachers Develop and Sustain their Expertise
ISBN-13: 978-1-119-09859-1
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.wiley.com/en-us/The+Wiley+Handbook+of+...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Actor-network theory; cultural-historical activity theory; vocational; vocational knowledge; expertise; initial teacher training; further education; ethnography; participant observation
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10067926
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