ABSTRACT

The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.

摘要

就像其他任何教育部门一样，教师的专业知识和职业素养在职业教育和培训（VET）中至关重要。作为“双重专业人士”，职业教育与培训教师需要与行业或学科领域保持同步，并保持和提高其教学技能和知识。职业教育与培训工作场所（学院和职业学校）是学习这些问题的重要场所。本文汇总并分析了本期特刊中其他论文的发现，发现职业教育与培训工作场所既是教师资格的一部分（在“教学实践”中）又是持续专业学习的一部分，对教师的学习有所贡献。本文借鉴了以前的理论模型和论文中的发现，提出了许多工作场所学习的类别：学习，寻求，制造，抓住，带来和思考。这些可以应用于任何职业。最后，利用论文中的数据进一步发展了职业教育与培训教师职业素养的先前模型，研究了教师个人属性对他们基于站点学习的程度和性质的贡献。