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There currently does not appear to be a cohesive body of theory and research that is recognised as the pedagogy of vocational education and training (VET), which TAFE NSW teachers can easily access to make confident, comprehensive decisions about their teaching practice. A cohesive body of theory and research and a related pedagogy would be valuable for future VET planning. There appears to be a limited amount of empirical research, which has been conducted for the specific purpose of developing VET pedagogy or seeking answers to the questions on how learning best occurs in VET, or what constitutes effective teaching in VET. Much of the empirical research is conducted by or through the higher education sector. This paper is a preliminary look at a small selection of the recent work and literature and includes detailed notes from the workshop.