职业教师的建筑工艺知识和工作生活经验:体现学习和隐性学习的叙事研究

IF 1.9 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Marit Lensjø
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引用次数: 0

摘要

高中建筑和建造专业的职业教师要处理组织、职业和社会方面的复杂情况。最新研究表明,教师是学生在校学习的最重要因素。对于学生的学习而言,师生关系和教师的教学方法可能比班级人数、教室环境和学生的社会经济背景更为重要。除了通过技工考试之外,我们对建筑行业的职业教师在多年的建筑行业工作中获得的工艺知识和工作生活经验知之甚少,因此也就不知道他们在担任职业教师时会带来哪些知识和经验。工作生活中的学习往往是工作的一个组成部分,很难观察到学习是如何发生的。工艺知识往往是隐性的和个人的。在这项受现象学启发的叙事研究中,学习是一个身体的、内在的过程,同时又取决于与物质和社会环境的互动。通过对 11 名管道工和木工职业教师的叙事访谈,本研究探讨了教师作为职业学生和学徒的背景,以及他们作为工匠在不同建筑工地的丰富经验。分析表明,建筑工地推动了与手艺相关的行动和情境,产生了强烈的手艺认同、专业工作生活经验和个人成长。建筑工地的工匠们在社会、体力和脑力要求极高的工作环境中承受着持续的工作压力,并不断地解决问题。作为复杂工作环境中的专业工匠,教师们也获得了社会和组织方面的专业知识,并将其直观地转移到职业教师的角色中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Vocational Teachers’ Craft Knowledge and Working-life Experiences in Building and Construction: a Narrative Study of Embodied and Tacit Learning

Vocational teachers in building and construction in upper secondary school deal with complex situations of an organisational, vocational, and social kind. Recent research has shown that the teacher is the single most important factor for students’ learning in school. Teacher-student relationships and the teacher’s repertoire of teaching practices can be more important for the student’s learning than class size, the classroom environment, and the student’s socio-economic background. Beyond passing the journeyman’s test, we know little about the craft knowledge and working life experiences vocational teachers in the building and construction trades have acquired over many years in the construction industry, and thus, what knowledge and experiences they bring into the vocational teacher role. Learning in working life often takes place as an integrated part of work, and it is difficult to observe how learning happens. Craft knowledge is often tacit and personal. In this narrative, phenomenologically inspired study, learning is investigated as a bodily, internal process that simultaneously depends on the interaction with the material and social environment. Through narrative interviews with eleven vocational teachers in plumbing and carpentry, this study explores the teachers’ backgrounds as vocational students and apprentices, and their extensive experience as craftsmen on different construction sites. The analysis shows that the building site drives craft-related actions and situations that generate a strong craft identity, professional working life experiences, and personal growth. Craftsmen at the construction site work under constant pressure in a social, physically, and mentally demanding work environment and consecutively solve problems. As professional craftsmen in the complex working environment, the teachers also acquired social and organisational expertise, which they intuitively transferred to their role as vocational teachers.

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来源期刊
Vocations and Learning
Vocations and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
17.90%
发文量
21
期刊介绍: Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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