Perspectives of New Trades Tutors: Boundary Crossing between Vocational Identities
Source: Asia-Pacific Journal of Teacher Education, Volume 40, Issue 4, 2012, pages 409-421.
The current paper reports on a study of the perspectives of new tutors teaching traditional vocational trades who recently commenced teaching in the Institutes of Technologies and Polytechnics (ITPs) sector in New Zealand.
The perspectives are collated from questionnaires and interviews of 13 tutors, from five ITPs, who have been teaching full-time for two years.
In this article, a focus is made on the transformation process from expert trade worker to effective trades tutor, along with suggestions to assist the ‘boundary crossing’ process between two diverse vocational identities.
Suggestions include aligning trades tutors' existing workplace training-based conceptualisations of teaching and learning to extend trades tutors' teaching craft knowledge, skills, and dispositions.