ABSTRACT

A notion of being a professional and acting with professionalism suggests particular standards associated with identity and practice. For vocational education and training (VET) educators in Australia, the notion of ‘professional’ that is encased within association and registration does not apply. Yet these educators operate in contexts where a discourse of professionalism influences their enactment of their vocation. This paper reports on the findings from an exploration of professional identity in relation to vocational teachers in the VET/further education sector in Australia. Twenty-six TAFE teachers from a large government training provider in Australia participated in semi-structured interviews that explored current practices associated with continuing professional development, key motivations to act as a professional, and the consideration of appropriate qualification levels for VET teaching. The aspects of the research reported and discussed in this paper relate to the teachers’ perceptions of themselves as professionals and the bases on which they made those judgements. The findings reveal a clear belief in themselves as professionals, and ultimately as dual professionals. The teachers were strongly grounded in their industry vocation but regarded their second vocation, teaching, as legitimising their right to be regarded as professionals, even without teacher registration or membership of a professional association.

摘要

成为专业人士并以专业精神行事的观念暗示了与身份和实践相关的特定标准。对于澳大利亚的职业教育和培训（VET）教育者，协会和注册中包含的“专业”概念不适用。然而，这些教育者的工作环境是职业话语影响其职业发展的环境。本文报告了对澳大利亚职业教育与培训/进一步教育部门中与职业教师有关的职业认同的探索结果。来自澳大利亚一家大型政府培训机构的26名TAFE教师参加了半结构化访谈，探讨了与持续专业发展有关的当前实践，成为专业人士的主要动机，并考虑适当的职业教育资格水平。本文所报告和讨论的研究内容与教师对自己作为专业人士的看法以及做出这些判断的依据有关。调查结果表明，他们对自己是专业人士，并最终成为双重专业人士有着明确的信念。教师在其行业中有很强的基础，但即使没有教师注册或未加入专业协会，他们的第二职业，教学也被视为使他们被视为专业人士的权利合法化。调查结果表明，他们对自己是专业人士，并最终成为双重专业人士有着明确的信念。教师在其行业中有很强的基础，但即使没有教师注册或未加入专业协会，他们的第二职业，教学也被视为使他们被视为专业人士的权利合法化。调查结果表明，他们对自己是专业人士，并最终成为双重专业人士有着明确的信念。教师在其行业中有很强的基础，但即使没有教师注册或未加入专业协会，他们的第二职业，教学也被视为使他们被视为专业人士的权利合法化。