The time is past when training for vocational practice ended with apprenticeship. Now, almost every vocational job is likely to be subject to permanent change driven by developments in society and the economy. While much research on vocational education and training considers the necessity of workers’ lifelong learning, less emphasis is given to the effects of this change for teachers and instructors in the field of technical and vocational education and training (TVET). In contrast to school-teachers, who are well regarded in research on professional practice, this lack of emphasis might be caused by a general shortage of research and the limitations of the research on teachers’ professionalism in the field of adult education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Anderson, J.R. 1982. Acquisition of cognitive skill. Psychological review, vol. 89, pp. 369–406.
Bauer, J. et al. 2004. Do epistemic beliefs affect workplace learning? Journal for workplace learning, vol. 16, pp. 284–92.
Berliner, D.C. 2001. Learning about and learning from expert teachers. International journal of educational research, vol. 35, pp. 463–82.
Billett, S. 2001. Learning in the workplace: strategies for effective practice. Crow’s Nest, Australia: Allen & Unwin.
Billett, S. 2003. Sociogeneses, activity and ontogeny. Culture and psychology, vol. 9, pp. 133–69.
Billett, S. 2006. Work, workers, and change: learning and identity. Dordrecht, Netherlands: Springer.
Billett, S.; Somerville, M.; Fenwick, T., eds. 2006. Work, subjectivity and learning. Dordrecht, Netherlands: Springer.
Boshuizen, H.P.A.; Bromme, R.; Gruber, H. 2004. On the long way from novice to expert and how travelling changes the traveller. In: Boshuizen, H.P.A.; Bromme, R.; Gruber, H., eds. Professional learning: gaps and transitions on the way from novice to expert, pp. 3–8. Dordrecht, Netherlands: Kluwer.
Boshuizen, H.P.A.; Schmidt, H.G. 1992. On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive science, vol. 16, pp. 153–84.
Collins, A.; Brown, J.S.; Newman, S.E. 1989. Cognitive apprenticeship: teaching the craft of reading, writing and mathematics. In: Resnick, L.B., ed. Knowing, learning, and instruction: essays in the honour of Robert Glaser, pp. 453–94. Hillsdale, NJ: Erlbaum.
Craig, C.J. 2003. School portfolio development: a teacher knowledge approach. Journal of teacher education, vol. 54, pp. 122–34.
De Groot, A.D. 1965. Thought and choice and chess. The Hague: Mouton.
De Jong, T.; Ferguson-Hessler, M.G.M. 1996. Types and qualities of knowledge. Educational psychologist, vol. 31, pp. 105–13.
Eraut, M. 2000. Teacher education designed or framed. International journal for educational research, vol. 33, pp. 557–74.
Ericsson, K.A. 2003. The acquisition of expert performance as problem solving: construction and modification of mediating mechanisms through deliberate practice. In: Davidson, J.E.; Sternberg, R.J., eds. The psychology of problem solving, pp. 31–82. Cambridge, UK: Cambridge University Press.
Ericsson, K.A.; Smith, J., eds. 1991. Toward a general theory of expertise: prospects and limits. Cambridge, UK: Cambridge University Press.
Ericsson, K.A. et al., eds. 2006. The Cambridge handbook of expertise and expert performance. Cambridge, UK: Cambridge University Press.
Gee, J.P. 2004. Situated language and learning: a critique of traditional schooling. New York, NY: Routledge.
Gruber, H. et al., eds. 2005. Bridging individual, organisational, and cultural perspectives on professional learning. Regensburg, Germany: Roderer.
Gruber, H.; Rehrl, M. 2003. Wege zum Können: Ansätze zur Erforschung und Förderung der Expertise von Sozialarbeitern im Umgang mit Fällen von Kindeswohlgefährdung. Munich, Germany: Deutsches Jugendinstitut.
Harteis, C.; Gruber, H. 2004. Competence supporting working conditions. In: Boshuizen, E.; Bromme, R.; Gruber, H., eds. Professional learning: gaps and transitions on the way from novice to expert, pp. 251–69. Dordrecht, Netherlands: Kluwer.
Harteis, C.; Gruber, H. 2006. How important is intuition for teaching expertise in the field of adult education? Regensburg, Germany: Universität Regensburg. (Research report no. 22.)
Harteis, C.; Gruber, H.; Lehner, F. 2006. Epistemological beliefs and their impact on work, subjectivity and learning. In: Billett, S.; Somerville, M.; Fenwick, T., eds. Work, subjectivity and learning. Dordrecht, Netherlands: Springer.
Hatano, G.; Inagaki, K. 1986. Two courses of expertise. In: Stevenson, H.W.; Azuma, H.; Hakuta, K., eds. Child development and education in Japan: a series of books in psychology, pp. 262–72. New York, NY: Freeman.
Heid, H. 2005. Ist die Verwertbarkeit des Gelernten ein Qualitätskriterium der Bildung? In: Heid, H.; Harteis, C., eds. Verwertbarkeit: ein Qualitätskriterium (erziehungs-)wissenschaftlichen Wissens?, pp. 95–116. Wiesbaden, Germany: VS-Verlag für Sozialwissenschaften.
Keuffer, J. 2005. Erziehungswissenschaft und Berufsbezug in der Lehrerausbildung. In: Bastian, J., ed. Lehrerbildung in der Entwicklung, pp. 83–93. Weinheim, Germany: Beltz.
Kivinen, O.; Ristelä,p. 2003. From constructivism to a pragmatist conception of learning. Oxford review of education, vol. 29, pp. 363–75.
Lave, J.; Wenger, E. 1991. Situated learning: legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Leung, F.; Park, K. 2002. Competent students, competent teachers? International journal for educational research, vol. 35, pp. 113–29.
Mandl, H.; Gruber, H.; Renkl, A. 1996. Communities of practice toward expertise: social foundation of university instruction. In: Baltes, P.B.; Staudinger, U., eds. Interactive minds: life-span perspectives on the social foundation of cognition, pp. 394–411. Cambridge, UK: Cambridge University Press.
Ni Cheallaigh, M. 2001. Lifelong learning: how the paradigm has changed in the 1990s. In: European Union, ed. Training in Europe, pp. 265–318. Luxembourg: Office for Official Publications of the European Communities.
Patel, V.L.; Groen, G.J. 1991. The general and specific nature of medical expertise: a critical look. In: Ericsson, K.A.; Smith, J., eds. Toward a general theory of expertise: prospects and limits, pp. 93–125. Cambridge, UK: Cambridge University Press.
Resnick, L.B.; Levine, J.M.; Teasley, S.D., eds. 1991. Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
Sahin, C.; Bullock, K.; Stables, A. 2002. Teachers’ beliefs and practices in relation to their beliefs about questioning at key stage 2. Educational studies, vol. 28, pp. 371–84.
Simon, D.P.; Simon, H.A. 1978. Individual differences in solving physics problems. In: Siegler, R.S., ed. Children’s thinking: what develops?, pp. 325–48. Hillsdale, NJ: Erlbaum.
Sowarka, B. 1991. Strategien der Informationsverarbeitung im Beratungsdiskurs. Kognitionswissenschaftliche Überlegungen und empirische Analysen zur Wissensrepräsentation und subjektiven Theorie klinischer Beratungsexperten. Weinheim, Germany: Deutscher Studien Verlag.
Strasser, J.; Gruber, H. 2004. The role of experience in professional training and development of psychological counselors. In: Boshuizen, H.P.A.; Bromme, R.; Gruber, H., eds. Professional learning: gaps and transitions on the way from novice to expert, pp. 11–27. Dordrecht, Netherlands: Kluwer.
Terhart, E. 2003. Constructivism and teaching: a new paradigm in general didactics? Journal of curriculum studies, vol. 35, pp. 25–44.
Valsiner, J.; van der Veer, R. 2000. The social mind. Cambridge, UK: Cambridge University Press.
Vosniadu, S.; Ioannides, C. 1998. From conceptual development to science education: a psychological point of view. International journal of science education, vol. 20, pp. 1213–30.
Voss, J.F. et al. 1986. Individual differences in performance: the contrastive approach to knowledge. In: Sternberg, R.J., ed. Advances in the psychology of human intelligence, vol. 3, pp. 297–334. Hillsdale, NJ: Erlbaum.
Vygotsky, L.S. 1978. Mind in society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wenger, E. 2003. Communities of practice: learning, meaning, and identity, 2nd ed. Cambridge, UK: Cambridge University Press.
Zarifian,p. 1995. Qualifying organizations and skill models: what is the reasoning behind them? Vocational training, vol. 5, pp. 5–9.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Harteis, C. (2009). Professional Learning and TVET: Challenges and Perspectives for Teachers and Instructors. In: Maclean, R., Wilson, D. (eds) International Handbook of Education for the Changing World of Work. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5281-1_90
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5281-1_90
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5280-4
Online ISBN: 978-1-4020-5281-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)