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Vocational Teachers' Craft Knowledge and Working-Life Experiences in Building and Construction: A Narrative Study of Embodied and Tacit Learning

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Title: Vocational Teachers' Craft Knowledge and Working-Life Experiences in Building and Construction: A Narrative Study of Embodied and Tacit Learning
Language: English
Authors: Marit Lensjø (ORCID 0000-0001-9533-3729)
Source: Vocations and Learning. 2024 17(2):333-350.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Vocational Education Teachers, Secondary School Teachers, Construction Programs, Teaching Methods, Teacher Student Relationship, Skilled Workers, Construction Industry, Teacher Characteristics, Work Experience, Social Environment, Plumbing, Woodworking, Construction Materials, Learning Processes
Geographic Terms: Norway
DOI: 10.1007/s12186-024-09344-3
ISSN: 1874-785X
1874-7868
Abstract: 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426074
Database: ERIC
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  Data: Vocational Teachers' Craft Knowledge and Working-Life Experiences in Building and Construction: A Narrative Study of Embodied and Tacit Learning
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  Data: <searchLink fieldCode="AR" term="%22Marit+Lensjø%22">Marit Lensjø</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9533-3729">0000-0001-9533-3729</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s12186-024-09344-3
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  Data: 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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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Vocational Education Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Teacher Characteristics
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