Working and Learning from a Bernsteinian Perspective
This chapter focuses on the working and learning of teachers’ professional/occupational practices. These practices occur in the teachers’ specific areas of professional sectors such as the airline industry, equine sector, and fashion and textiles. The deliverers teach on work-related programs in the vocational/technical and vocational education and training (TVET)/preuniversity academic level.
In studying the working and learning of the teachers’ professional practices, this chapter uses a conceptual framework that relies on a dual professional concept (Handal 1999) at the initial stage, and this contribution centers on occupational practices and not the pedagogic activities of the teachers. Acquisition of knowledge theoretical frameworks relates to those by Clarke and Winch (2004), Eraut (2004), and Winch (2014). Turning to the application of knowledge, the relevant conceptual frameworks include those by Barnett (2006), Evans et al. (2010), Kahneman (2012), Kemmis and Green (2013), and Evans (2016).
The empirical evidence is based on data from a larger project (Loo 2018). The research methodologies include quantitative and qualitative research methods. These are questionnaire survey, one-to-one semi-structured interviews and documentary evidence.
Using empirical data, examples of how types of know-how acquired by participants in gas servicing, health and social work, fashion and textiles, and equine industries are discussed. The participants’ perspectives of their use of know-how are also delineated using the above theoretical frameworks to provide deep insights into how they perform their roles in the respective work areas. The conclusion section offers contributions and implications of this study.
KeywordsVocationalism Teachers’ knowledge Working Learning Occupational practices
- Barnett M (2006) Vocational knowledge and vocational pedagogy. In: Young M, Gamble J (eds) Knowledge, curriculum and qualifications for south African further education. Human Sciences Research Council Press, Cape Town, pp 143–158Google Scholar
- Bernstein B (1996) Pedagogy, symbolic control and identity: theory, research, critique. Taylor and Francis Limited, LondonGoogle Scholar
- Chaiklin S, Lave J (1996) Understanding practice: perspectives on activity and context. Cambridge University Press, CambridgeGoogle Scholar
- Cole M (1996) Cultural psychology: a once and future discipline. The Belknap Press of Harvard University Press, Cambridge, MAGoogle Scholar
- Education and Training Foundation (ETF) (2014) Professional standards for teachers and trainers in England. ETF, LondonGoogle Scholar
- Eraut M (2004) Transfer of knowledge between education and workplace settings. In: Rainbird H, Fuller A, Munro A (eds) Workplace learning in context. Routledge, London, pp 201–221Google Scholar
- Frontier Economics Limited (2014) Further education workforce data for England: analysis of the 2012–2013 staff individualized record data. Frontier Economics Limited, LondonGoogle Scholar
- Kahneman D (2012) Thinking, fast and slow. Penguin Books, LondonGoogle Scholar
- Kemmis S, Grootenboer P (2008) Situating praxis in practice: practice architectures and the cultural, social and material conditions for practice. In: Kemmis S, Smith TJ (eds) Enabling praxis: challenges for education. Sense, Rotterdam, pp 37–62Google Scholar
- Kress G (2010) Multimodality: a social semiotic approach to contemporary communication. Routledge, LondonGoogle Scholar
- Loo S (2018) Teachers and teaching in vocational and professional education. Routledge, AbingdonGoogle Scholar
- Loo S, Jameson J (2017) Introduction: vocationalism in the English context. In: Loo S, Jameson J (eds) Vocationalism in further and higher education: policy, Programmes and pedagogy. Routledge, Abingdon, pp 1–6Google Scholar
- Nonaka I, Takeuchi H (1995) The knowledge creating company: how Japanese companies create the dynamics of innovation. Oxford University Press, New YorkGoogle Scholar
- Polanyi M (1966) The tacit dimension. Routledge/Kegan Paul, LondonGoogle Scholar
- Pollard A, Anderson A, Maddock M, Swaffield S, Warin J, Warwick P (2008) Reflective teaching: evidence-informed professional practice. Continuum, LondonGoogle Scholar
- Robson C (2002) Real world research: a resource for social scientists and practitioner-researchers. Blackwell Publishing, OxfordGoogle Scholar
- United Nations Educational, Scientific and Culture Organization (UNESCO) (2012) Building skills for work and life. In: 3rd UNESCO TVET congress, Shanghai, 16 MayGoogle Scholar
- Winch C (2014) Know-how and knowledge in the professional curriculum. In: Young M, Muller J (eds) Knowledge, expertise and the professions. Routledge, London, pp 47–60Google Scholar