In England we have developed the term 'dual professional' to cover the identity of a vocational teacher as teacher and as being formed by their occupational expertise (seen in a professional affiliation or in mandatory CPD (rare in England)). We have yet to fully embed what concept means, but it is used to raise awareness of the links to employers/industry and to support the professional identity of vocational teachers, particularly in FE colleges. My question is asking how others may see the identity of a vocational teacher, their professional profile, and their position within a vocational system.
Dear Doctor Crowther, in Colombia there something similar for relatively similar professions (eg Chemistry and Chemical Engineering), in terms of teaching, has been presenting a phenomenon to give you the possibility to professionals who do not belong to the education sector, and the results are not best since there is no teaching vocation. On the other hand some universities focus on pedagogy and forget strong training in the area of teacher knowledge, .
Hauling the problem that these teachers, handle very well the pedagogical concept, but training in the area of knowledge is poor Finally, it is presenting an interesting teaching. Indibiduos formed in an area of expertise, with postgraduate studies in the area, but related with research in the area of knowledge, not in teaching area of knowledge.
Anyway, I think the teacher should have two pillars 1) A very good training in the area of knowledge and 2) A pedagogical training.
Thank you Daniel. I'm interested in that space between teaching and vocational expertise and how we might develop it. As you say focussing on either one tends to subordinate the other.
Norman
Dear Dr. Norman Crowther,
A Vocational expertise as well as teaching is an art or science.
Dedication passion towards once duty is the key factor were we take work as worship.
I am a Professor with 10 years of industrial as well as 25 years of hard core teaching in a university.
Area of specialisation being Textile Design a Professional vocational course.
One can easily excel in class room teaching as well as vocational if the concerned academician has been instrumental in designing as well as delivering the course content of both the streams.
visit http://www.youtube.com/user/Drparulbhatnagar, which are self explanatory.
I am uploading on video too.
regards
Parul
http://www.youtube.com/user/Drparulbhatnagar
Thank you, Parul. Interesting that you say that ownership of the design of the course is important. I wonder how much 'ownership' lecturers should/can have? In England we are moving more to employer designed courses rather than teacher designed. And there is an issue of course specifications and how far they are owned by teachers as opposed to awarding bodies (and even governments!).
Dear Norman,
No no, Sorry if you understood that way, ownership is the last thing.
It is the professionally designed content and also delivered professionally for the student to grasp and implement them being vocational in nature.
Have been designing and delivering to various Government and educational organisations, besides teaching with Polycom and Eduset for an interactive class every Monday.
Vocational teacher can definitely work as a 'dual professional' (as a teacher and as a vocational specialist)
In my university, not only me but their are at least half a dozen professors successfully doing it.
They all nave super research out put,besides working as vocational content generators.
dear DR.Crowther. In my institution --Bandung State Polytechnic for Manufacturing, Indonesia-- we do the 'dual professional' though we didn't use such phrase. The lecturers --in addition to teach-- also supervising the industrial project(s) that have to be done by institution, in team which consists of staff(s) and student(s). We had the PBE (production base education) system in our vocational education operation.
Thank you for those examples in practice. I've begun thinking this matter through in terms of 'vocational pedagogy' (which assumes an 'object' of study that is not the usual disciplinary areas of academic subjects (Young proposes a strong defence of these which he calls 'powerful knowledge'). In that light the idea that the vocational teacher has to combine two areas of specialism seems to miss the point. The teacher specialism is based on academic subjects (!) and the vocational expertise to be built on is not so based. I deal with this a little in my uploaded paper on professionalism and am developing the 'object' of a vocational pedagogy in the paper 'the vocational sense' (which is my first attempt at trying to articulate that 'object of study').
Dear Norman Crowther, I was looking for a suitable term for conceptualizing the teaching and filed experiments of our lecturers in the agricultural applied science higher education institution which I was in charge of it as Head of the institution.'Dual professional' to cover the identity of a vocational teacher is the best term for that I think it is necessary to integrate the field experiences and teaching skills. At that time I was emphasizing on the policy for supporting and strengthening the farm based education or on the job education in our institution. According to our regulations 70% of our courses must be on the job and by hand training and only 30% of the courses could be theoretical and classic courses.
Norman, as you may know, Germany has a quite elaborate vocational education system. It has at least five different strands of which two may lead to university studies. Vocational teachers (Berufsschullehrer), therefore, can come from very different backgrounds: (1) usually out of university (4-5 years with additional 2 years of traineeship), and (2) tecnical instructors (master craftsman with additional educational ehnacement). At the moment, many institutions seek career changers, e.g. PhDs that are ready to improve the vocational education and take it to a more ambitious level. If you can read German, some more details in the link below.
So, answering your question from a German perspective: it depends.
http://www.lehrer-werden.de/lw.php?doc=pages/bb_12
Thank you for your responses Michael and Peyman. I'm wondering if any of your experiences/knowledge of these systems (local or national) actually converge the vocational expertise with the pedagogic or are they always kept discrete? I'm wondering if a vocational pedagogy would actually provide the forms and assessments of learning suited to vocational areas, rather than being derivations from an academic pedagogy? Is there a vocational pedagogy taught to vocational or dual professionals?
I think that a vocational teacher composed pedagogic abilty and vocational talent. The teachers include both the issues.
Thank you, Mustafa. I'm exploring how pedagogy (in terms of methods, tools, assessments and sequencing) relates to vocational learning and therefore what impact (if any) a practitioner's vocational expertise has on that pedagogy.
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