An Epistemological Approach of Occupational/Vocational and Academic Subject Pedagogies from Teaching Perspective: Coda to the Conceptual Framework of the Occupational Pedagogy of Teachers: Mark II

Work-related pedagogy is an under-researched area in education. This chapter uses the unique conceptual framework of teachers’ occupational/vocationally oriented pedagogy (Mark I) (Loo in Teachers and teaching in vocational and professional education. Routledge, Abingdon, 2018). The framework uses an English further education (FE) perspective/model as a starting basis and argues for a more inclusive and less socio-cultural-centric term of vocationally oriented education to encompass work-related nomenclature. The chapter has three aims with the related discussion sections: (a) Clarify the complex framework’s contexts, direction, dynamic status, definitions of teaching know-how and recontextualization processes. (b) Delineate and develop the distinctions of vocational/occupational and academic pedagogies. (c) Include two knowledge applications of ‘signature pedagogies’ and ‘logic of practice.’ This chapter has the following sections: an introduction to set out the purpose of this submission, a discussion of the theoretical framework, details of the related project, a delineation of the empirical data with the framework and a conclusion. The conclusion section sets out the contributions of this ‘Mark II’ theoretical framework. They are: (a) The intellectual and practical spaces to understand and implement vocationally oriented and academic subject pedagogies. (b) Intricacies of occupational teaching and learning. (c) A comprehensive and distinct approach to knowledge acquisition, curriculum development, and teaching strategies. The implications of this chapter cover stakeholders, teacher education, teaching institutions and policy makers. Teacher educators and trainee teachers, as users, may understand, appreciate and take pride in their educational activities that are complex and dual professionally related. These stakeholders may use this framework for their professional development. Teaching institutions may support their teacher educators in their continuous professional development, and policymakers may re-think teacher training and curricula for teacher education institutions such as universities, further education colleges and private providers in England.