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dc.contributor.authorTyler, Mark A
dc.contributor.authorDymock, Darryl
dc.date.accessioned2021-08-18T05:10:04Z
dc.date.available2021-08-18T05:10:04Z
dc.date.issued2021
dc.identifier.issn1359-6748
dc.identifier.doi10.1080/13596748.2021.1873404
dc.identifier.urihttp://hdl.handle.net/10072/407064
dc.description.abstractA 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofissue1
dc.relation.ispartofjournalResearch in Post-Compulsory Education
dc.relation.ispartofvolume26
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsProfessionalism
dc.subject.keywordstafe
dc.subject.keywordsfurther education
dc.titleConstructing a professional identity in VET: teacher perspectives
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationTyler, MA; Dymock, D, Constructing a professional identity in VET: teacher perspectives, Research in Post-Compulsory Education, 2021, 26 (1), pp. 1-18
dc.date.updated2021-08-18T01:23:03Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in Research in Post-Compulsory Education, 2021, 26 (1), 03 Mar 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/13596748.2021.1873404
gro.hasfulltextFull Text
gro.griffith.authorDymock, Darryl
gro.griffith.authorTyler, Mark A.


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