Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)

Autor/inn/en	Nakar, Sonal; Du Plessis, Anna Elizabeth
Titel	Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)
Quelle	In: Vocations and Learning, 16 (2023) 3, S.551-575 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakar, Sonal) ORCID (Du Plessis, Anna Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-023-09329-8
Schlagwörter	Teacher Qualifications; Vocational Education Teachers; Professional Identity; Economics; Professionalism; Expertise; Teacher Responsibility; Capacity Building; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehrqualifikation; Ausbilder; Volkswirtschaftslehre; Professionalität; Expert appraisal; Lehrverpflichtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	In a rapidly changing workforce environment with skill shortages and a need for different pathways to training and education, vocational education and training (VET) has a significant influence on building stability in the workforce. The purpose of this paper is to develop an understanding of the causes, implications, and consequences of the out-of-field teaching phenomenon for VET. This phenomenological study examines VET teachers' lived experiences and professional identity as an approach for studying out-of-field teaching in VET. The findings highlight the complex nature of out-of-field teaching in the economic culture of VET, with unique dilemmas. VET teachers experience conflicting and dilemmatic situations regarding occupational professionalism when they are expected to teach outside of their expertise while they are held responsible for students' safe learning environments, outcomes, and satisfaction. The study revealed aspects of harmonious and tensioned relationships between these elements of the work and teachers' identities. In conclusion, evidence-informed strategies are shared to support teachers' capacity building and approaches to address concerns of the out-of-field phenomenon and the influence it has on quality teaching in VET. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01