The transition from occupational practitioner to vocational educator means moving from the logic of production to the logic of teaching; the purpose of knowledge changes from enhancing production to enhancing learning. This process touches issues of transmitting vocational knowledge from a workplace context to a school context; it has been explored in the literature, but few studies have focused on transmitting vocational knowledge from the perspectives of guiding in a workplace to teaching in a classroom. This article reports a study on the preparation of Norwegian trainee teachers in vocational teacher education. It examines how they talk about the transition from occupational practitioner to vocational educator and identifies important challenges faced by trainee teachers regarding the transition from guiding apprentices to teaching students (i.e., newcomers). The analysis explores how transforming dominant ways of knowing and being as occupational practitioner is crucial to achieving the tasks of a vocational educator.

中文翻译：

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从指导学徒到教书生：从职业从业者到职业教育者的身份转变中的基本挑战

从职业从业者到职业教育者的转变意味着从生产逻辑转变为教学逻辑。知识的目的从提高生产转变为增强学习。这个过程涉及将职业知识从工作场所环境传递到学校环境的问题；在文献中已经对此进行了探讨，但是很少有研究集中于从工作场所指导到课堂教学的角度传播职业知识。本文报告了一项有关挪威师范生职业教师教育准备的研究。它研究了他们如何谈论从职业从业者到职业教育者的过渡，并确定了受训教师在从指导学徒到教学学生的过渡方面面临的重要挑战（i。e。，新来者）。该分析探讨了如何改变占主导地位的知识认识和成为职业从业者的方式对完成职业教育者的任务至关重要。