Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers’ professional development

Abstract

The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms.

Keywords:

• Further education
• vocational education and training
• actor–network theory
• CPD
• professional learning

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. A biennial international vocational skills completion for young people from 75 countries and regions.

2. A traditional English chair, dating from around the sixteenth century. The specific design includes a solid wooden seat with the back and arms made from steam bent spindles.