Vocational education and training teachers’ conceptions of their pedagogy

References

• Anthony, G. & Ord, K. (2008). Change-of-career secondary teachers: Motivations, expectations and intentions. Asia-Pacific Journal of Teacher Education, 36(4), 359–376.
   Google Scholar
• Ashton, D., Brown, P. & Lauder, H. (2003). International best practice on workforce development: final report. Cardiff, Wales: Education and Learning Wales.
   Google Scholar
• Australian Industry Group (2007) Skilling the existing workforce: consultation paper. North Sydney, NSW: Author.
   Google Scholar
• Bernstein, B. (1996). Pedagogy symbolic control and identity. London, England: Taylor and Francis.
   Google Scholar
• Billett, S. (2001). Learning in the workplace: strategies for effective practice. Crows Nest, NSW: Allen & Unwin.
   Google Scholar
• Billett, S. (2010). Subjectivity, self and personal agency in learning through and for work. In: M. Malloch, L. Cairns, K. Evans & B. N. O’Connor (Eds.), The Sage handbook of workplace learning, (pp. 60–72). London, England: Sage.
   Google Scholar
• Brennan Kemmis, R., McFadden, M. and Law, E. (2001). All that glitters is not gold: Online Delivery of Education and Training. Adelaide, SA: NCVER.
   Google Scholar
• Brennan Kemmis, R. (2009). Understanding the new VET professional, Campus Review http://www.campusreview.com.au/pages/section/arti cle.php?s=Comment&idArticle=7057
   Google Scholar
• Brennan Kemmis, R. (2003). One size doesn’t fit all: Pedagogy in the online environment – Volume 1. Adelaide, SA: NCVER.
   Google Scholar
• Brennan Kemmis, R. (2003). One size doesn’t fit all: Pedagogy in the online environment – Volume 2. Adelaide, SA: NCVER.
   Google Scholar
• Brennan Kemmis, R., & O’Reilly, P. (2012–13), Southern Cross Catholic Vocational College: paving pathways for senior secondary students. VOCAL: The Australian Journal of Vocational Education and Training in School, 9(1), 46–57.
   Google Scholar
• Brown, M. (2010).Teaching teachers about VET in schools (VETiS) programs. VOCAL: The Australian Journal of Vocational Education and Training in School, 8, 52–58. <http://search. informit.com.au.ezproxy.csu.edu.au/documentS ummary;dn=09617869305715;res=IELHSS> ISSN: 1835–338X.
   Google Scholar
• Chambers, D. (2002). The real world and the classroom: Second career teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 212–217.
   Google Scholar
• Chappell, C., & Johnston, R. (2003) Changing work: Changing roles for vocational education and training teachers and trainers, Adelaide, SA: NCVER.
   Google Scholar
• Chin, E. & Young, J. (2007). A person-oriented approach to characterizing beginning teachers in alternative certification programs. Educational Researcher, 36(2), 74–83.
   Google Scholar
• Connell, R.W., Crump, S.J., Saltmarsh, D.L.W., Youdell, D. & Yates, G. (2003). ARC Spirit project: vocational education and equity in senior secondary schooling. Sydney, NSW: University of Sydney.
   Google Scholar
• Council of Australian Governments (COAG) (2009) Consultation outcomes and forward workplan: skills and workforce development. Canberra, ACT: AGPS.
   Google Scholar
• Cranston, N., Kimber, M., Mulford, B., Reid, A. & Keating, J. (2010). Politics and school education in Australia: a case of shifting purposes, Journal of Educational Administration, 48(2), 182–195.
   Google Scholar
• Crow, G. M., Levine, L. & Nager, N. (1990). No more business as usual: Career changers who become teachers. American Journal of Education, 98(3), 197–223.
   Google Scholar
• Engeström, Y. (2010). Activity theory and learning at work. In: M. Malloch, L. Cairns, K. Evans & B.N O’Connor (Eds.), The Sage handbook of workplace learning (pp. 86–104). London, England: Sage.
   Google Scholar
• Etherington, M. (2009). ‘Swapping the boardroom for the classroom’Australian Journal of Teacher Education, 34(4), Article 4. Retrieved from http://ro.ecu.edu.au/ajte/vol34/iss4/4
   Google Scholar
• Figgis, J. (2009). Regenerating the Australian landscape of professional VET practice: practitioner-driven changes to teaching and learning. A national vocational education and training research and evaluation program report. Adelaide, SA: NCVER.
   Google Scholar
• Forward, P. (2008). Contestability and the race to the bottom. The Australian TAFE Teacher, Spring, 6–7.
   Google Scholar
• Halliday, J. (2000) Critical thinking and the academic vocational divide, Curriculum Journal, 11(2), 159–175.
   Google Scholar
• Kemmis, S. (2012) Researching educational praxis: Spectator and participant perspectives. British Educational Research Journal, 38(6), 885-905.
   Google Scholar
• Kemmis, S. and Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In: S. Kemmis & T.J. Smith (Eds.) Enabling praxis: Challenges for education (pp. 3762). Rotterdam, The Netherlands: Sense.
   Google Scholar
• Kemmis, S., Edwards-Groves, C. & Heikinnen, H. (2012). The theory of practice architectures and ecologies of practices. Paper presented in the Symposium ‘Teacher induction and peer mentoring’ (abstract peer reviewed). Paper presented at the European Conference on Educational Research, September 17–21, 2012, Cadiz, Spain.
   Google Scholar
• Kemmis, S. & Smith, T. J. (Eds.) (2008). Enabling praxis: challenges for education. Rotterdam, The Netherlands: Sense.
   Google Scholar
• Knight, K. (1998). The MacIntyre reader. Notre Dame, IN: University of Notre Dame Press.
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• MacIntyre, A. (1984). After virtue (2nd ed.). London, England: Duckworth.
   Google Scholar
• Murphy, A. (2007). Reflective practice in VET. Subject assignment. Charles Sturt University, Wagga Wagga, NSW.
   Google Scholar
• Malouf, D. (1999). The sun in winter. In: R.L. Ross (Ed.) Colonial and post-colonial fiction an anthology. New York, NY: Garland.
   Google Scholar
• Merseth, K., Sommer, J., & Dickstein, S. (2008). Bridging worlds: Changes in personal and professional identities of pre-service urban teachers. Teacher Education Quarterly, 3(3), 89–108.
   Google Scholar
• New South Wales Board of Studies. (2005). Technology mandatory years 7–10 syllabus. Sydney: NSW Board of Studies. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_ sc/pdf_doc/technology_md_78_guide.pdf
   Google Scholar
• Polesel, J., Helme, S., Davies, M., Teese, R., Nicholas, T. & Vickers M. (2004). VET in schools: a post-compulsory education perspective. Adelaide, SA: NCVER.
   Google Scholar
• Reynolds, R. M. (2004). Vocational education and the great divide: Have student needs been overlooked? Journal of Educational Research & Policy Studies, 4(1), 1–14.
   Google Scholar
• Rose, M. (2008). Intelligence, knowledge, and the hand/brain divide: The academic/vocational divide that persists in US schools today is not simply a matter of curriculum. Phi Delta Kappan, 89(9), 632–639.
   Google Scholar
• Ryan, R. (1997). Vocational education in schools: review of research. Adelaide, SA: NCVER.
   Google Scholar
• Schatzki, T. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park, PA: University of Pennsylvania Press.
   Google Scholar
• Schatzki, T. R. (2012) A primer on practices. Ch 2, pp.13-26) In: J. Higgs, R. Barnett, S. Billett, M. Hutchings and F. Trede (Eds.) Practice based education. Rotterdam, The Netherlands: Sense.
   Google Scholar
• Sutcliffe, S. (2008). VET Pedagogy: What does it mean in our amorphous VET environment? Action Learning and Action Research Journal, 14(2).
   Google Scholar
• Swain, G., Schmertzing, L. & Schmertzing, R. (2011). A qualitative investigation of the impact of early-career experience on teachers with alternative certification. Delta Kappa Gamma Bulletin, 77(4), 59–66.
   Google Scholar
• Vien, C.W. (2010). Education as a second career: ‘Career changers’ step up to fill the ranks of the teaching profession. UOPX Knowledge Network.
   Google Scholar
• Wilson, E. & Deaney, R. (2010). Changing career and changing identity: How do teacher career changers exercise agency in identity construction? Social Psychology of Education: An International Journal, 13(2), 169–183.
   Google Scholar