Teachers and Teaching in Vocational and Professional Education introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors. The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein’s recontextualization process. Teachers and Teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism.

This book examines the impact of internationalization, student mobility and transnational workforce mobility on the changing nature of teacher work and teacher professional learning in the Vocational Education and Training (VET) sector. Derived from a three-year project funded by the Australian Research Council across more than 30 VET and HE institutions, this is the first book that explores teacher professional learning in international education. The authors address how teachers position their professional responsibilities and learning in relation to the institutional structure, internationalization agenda and policy fields in which their profession is embedded by drawing on both empirical evidence and key concepts and models of teacher professional learning. This pioneering text provides international education and VET policy makers, practitioners, educators and researchers with unique insights and practical implications for enhancing teacher professional learning and capabilities in international education.

This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.

Within the central topics of the debate on teachers' professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher educa-tion programs: How to develop towards such expertise - which is equal to evidence convictions - effectively and efficiently. Which role do scientific research and its results play in this con-text? How can research results be converted into recommendations for teacher actions? The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello & Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers' professional behaviour; Blomeke, Felbrich & Muller discuss the role of future teachers' beliefs on the nature of mathematics; Stevenson uses cultural historical activity theory to work out cognitive schemas that can be targeted in vocational teacher education; Gruber tackles the problem of how vocational teachers can be supported to become experts by discussing especially four major possible research strategies. The second part of this book is dedicated to possible intervention approaches by which the gap of theory and practice shall be bridged. Steiner & Steiner report on critical learning incidents which heavily influence the micro-pro-cesses which characterize teachers' instructional measures; Winther differentiates the trait and state perspective of motivation with regard to their conse-quences for the learning process; Boekaerts focuses on aspects of collaborative learning; Weber sharpens her deliberations explicitly to a design experiment on the problem of initiat-ing intercultural learning. The third part of this book is a report of the use and the consequences of Oser's model of teaching standards. Baer, Dorr, Fraefel, Kocher, Kiester, Larcher, Muller, Sempert & Wyss show results of a large study on the development of teacher competences run in Switzerland and Germany. The study observes the competence development of prospective teachers from the beginning of their teaching training up to the job entry phase. This book is published under the auspices of the Swiss Federal Office for Professional Education and Technology.

One of the most important routes to employment within the social welfare sector worldwide is higher education, which equips students not only with the knowledge for employment, but with the tools to use and build on this knowledge. During the last few decades there has been an academic drift in professional education, especially for many shorter professional programmes. Many of these shorter programmes have left the realm of vocational education to enter higher education. On the one hand, graduates are confronted by an increased demand for research and evidence-based knowledge, and on the other, they are criticised for lacking the knowledge and skills relevant for professional work. From Vocational to Professional Education presents new research into programmes suggesting how best to prepare students for professional work and addresses the challenges facing the education of professionals for social welfare. The book identifies and clarifies key problems, as well as outlining the political and historical context in which they are embedded. Chapters discuss theoretical and analytical ways to address these challenges and suggest recommendations for the further development of education for professional practice. Based on comprehensive longitudinal research data, the book will appeal to policy makers, leaders of higher education, and teachers and researchers involved in programmes qualifying students for professional work.

An OECD study of vocational education and training designed to help countries make their systems more responsive to labour market needs. It expands the evidence base, identifies a set of policy options and develops tools to appraise VET policy initiatives.