Constructing a Professional Identity in VET: Teacher Perspectives

Autor/inn/en	Tyler, Mark A.; Dymock, Darryl
Titel	Constructing a Professional Identity in VET: Teacher Perspectives
Quelle	In: Research in Post-Compulsory Education, 26 (2021) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2021.1873404
Schlagwörter	Professional Identity; Vocational Education Teachers; Foreign Countries; Professionalism; Professional Continuing Education; Teacher Motivation; Teacher Qualifications; Teacher Attitudes; Expertise; Knowledge Base for Teaching; Australia + Suchen Sie Ihr Suchwort? Ausbilder; Ausland; Professionalität; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrqualifikation; Lehrerverhalten; Expert appraisal; Teaching theory; Theory of teaching; Unterrichtstheorie; Australien
Abstract	A notion of being a professional and acting with professionalism suggests particular standards associated with identity and practice. For vocational education and training (VET) educators in Australia, the notion of 'professional' that is encased within association and registration does not apply. Yet these educators operate in contexts where a discourse of professionalism influences their enactment of their vocation. This paper reports on the findings from an exploration of professional identity in relation to vocational teachers in the VET/further education sector in Australia. Twenty-six TAFE teachers from a large government training provider in Australia participated in semi-structured interviews that explored current practices associated with continuing professional development, key motivations to act as a professional, and the consideration of appropriate qualification levels for VET teaching. The aspects of the research reported and discussed in this paper relate to the teachers' perceptions of themselves as professionals and the bases on which they made those judgements. The findings reveal a clear belief in themselves as professionals, and ultimately as dual professionals. The teachers were strongly grounded in their industry vocation but regarded their second vocation, teaching, as legitimising their right to be regarded as professionals, even without teacher registration or membership of a professional association. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01