Vocational Teacher Education in Practice: Learning at the Heart of the Workplace
DOI:
https://doi.org/10.7577/sjvd.6378Keywords:
vocational teacher education, boundary crossing, boundary object, practicum shock, situated learning, professional development, third spaceAbstract
This study examines how relocating a one-year full-time practical pedagogical education programme (PPU-Y) for vocational student teachers to a local upper secondary school impacts students’ readiness for the teaching profession. A development project was initiated to move campus-based theoretical teaching to an upper secondary school, with the aim to reduce this gap and offering more authentic, experience-based learning. Using a qualitative pilot design, data were collected through focus group interviews with seven student teachers. The findings suggest that early presence in the practice field reduced practicum shock, supported the students' professional development, and deepened their understanding of teachers’ daily work. The school functioned as a boundary object, fostering integration between theory and practice, with teacher educators acting as boundary workers. Moreover, the school setting created a ‘third space’ that enabled informal learning and professional socialisation, allowing student teachers to connect theoretical knowledge with everyday teaching practices. This study concludes that such an organisational approach may enhance the relevance and coherence of vocational teacher education by bridging institutional and practical learning contexts.
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