From 'trade teacher' to 'critically reflective practitioner': the relationship between theory and occupational identity formation in TAFE teachers

Our paper engages with Seddon's (2008) concept of occupational identity as it is lived through the work and learning of vocational education training (VET) practitioners, in technical and further education (TAFE). It is based on a horizontal, qualitative case study of 'trade teachers', who are linked through their participation in a VET 'teacher-education' program, the Diploma of VET Practice. This qualification focuses on developing understandings, knowledge and skills in adult learning and pedagogical theory, and contemporary VET practice. It seeks ultimately to prepare and develop practitioners for their pedagogical work in TAFE. Our research sought to track and trace theory as it developed and is transformed into practice at the same time as the practitioners are in the process of 'becoming'. Our paper discusses the tensions inherent in their dual occupational identities associated with the practitioners' previous industry fields of practice and that of teacher. It seeks to identify the impact of the teacher education program and engagement with educational theory, in enabling the supposed convergence of these dual identities into the somewhat Janus-faced occupational identity of 'TAFE teacher'. Show less