Teaching, Occupational and Further Education Pedagogy, Identities and Knowledge

This book offers deep insights into the agencies of teaching—pedagogies, professional identities, and knowledge—in the English further education (FE) sector. The sector’s porous, inclusive, diverse, and prominent features of vocational offers have led to it being overlooked and misunderstood by policymakers. To rectify this misconception and re-emphasise its importance in England’s educational ecology, FE is reframed as a rich, all-encompassing and connected sector. It proposes a new language of educational engagement by uniting vocational education and training under a new umbrella term: occupational education (OE). OE intersects work, teaching, and learning across pre-university, higher education, and professional education. A new system is provided that maps lifelong learning, irrespective of age, ethnicity, gender, disabilities, or station in life. The key audience is students, teachers, teacher educators, institutional managers, policymakers, and academics.

Chapter 1 Prologue.- Chapter 2 An epistemological perspective of occupational/vocational and academic subject pedagogies: Coda to the conceptual framework of the occupational pedagogy of teachers: Mark II.- Chapter 3 A comparison of occupational education of teacher educators’ knowledge and pedagogy.- Chapter 4 A comparison of TVET teachers and teacher educators’ professional identities.- Chapter 5 A systematic review of literature of teacher educators’ knowledge.- Chapter 6 Epilogue.

Sai Loo is an academic at the Institute of Education, UCL’s Faculty of Education and Society, University College London, and an author and editor of research monographs. Before joining UCL, he taught accounting and finance at higher education institutions in undergraduate, postgraduate, and professional programmes and vocational areas in further education. Before becoming a teacher, he worked as a chartered accountant in the industry. He created occupational education as a new area of education and is his main area of expertise and research interest. He takes an interdisciplinary approach to vocationally oriented education of work, teaching, and learning settings. His research projects and publications have focused on the further and higher education sectors and professional education, especially around teacher education (teacher educators and teachers) and professional practices in work-related settings of the digital economy and clinical disciplines. He has published widely in over 160 publications, conference papers, and keynotes.