ABSTRACT

Vocational Education and Training (VET) teachers often begin teaching with limited or no teaching qualifications, and necessarily much of their learning to be a teacher takes place in the teaching workplace. This paper considers what novice VET teachers learn in the workplace and what enables and constrains that learning. We argue that teachers learn to undertake their teaching role primarily in the same way as others in their teaching department undertake the role. The paper introduces the concept of three different groups of VET teachers whose learning is enabled and constrained in different ways: fringe teachers; favela teachers; and those who have an employment contract or are permanently employed. Using the theory of practice architectures, we show that teacher learning in the workplace is impacted by various site based conditions: including material arrangements; arrangements related to the use of VET language and of industry related language; and social-political arrangements.

摘要

职业教育与培训（VET）的教师通常开始时具有有限的或没有教学资格的教学，并且他们要成为一名教师的大部分学习都必须在教学场所进行。本文考虑了新手职业教育与培训教师在工作场所学到的东西以及使学习受到限制的因素。我们认为，教师学会的教学角色主要与教学部门的其他人一样。本文介绍了三组不同的职业教育和培训教师的概念，他们的学习受到不同方式的限制。贫民窟的老师；以及具有雇佣合同或永久雇用的人。使用实践架构的理论，我们表明，教师在工作场所的学习受到各种基于现场的条件的影响：包括物质安排；有关使用VET语言和行业相关语言的安排；和社会政治安排。