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Perspectives of new Trades tutors to teaching: A very interim report

Perspectives of new Trades tutors to teaching: A very interim report. Selena Chan Output 2009 – CPIT research week September 2009. Overview. Why do this project? Participants’ profiles Initial findings Aspects of identity and boundary crossing Where to from here Some recommendations.

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Perspectives of new Trades tutors to teaching: A very interim report

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  1. Perspectives of new Trades tutors to teaching: A very interim report Selena Chan Output 2009 – CPIT research week September 2009

  2. Overview • Why do this project? • Participants’ profiles • Initial findings • Aspects of identity and boundary crossing • Where to from here • Some recommendations

  3. Why? • CAT review at CPIT • Ako Aotearoa Southern hub funding required a wider perspective to be taken • Involvement of South Island Educational Developers group • Trades tutors a focus

  4. Participant profiles • New trades tutors (starting full-time in 2007) • 13 male tutors from 5 Polytechnics teaching in 8 trades • Age range 27 to 63 – average 40 years • Over ½ left school with minimal qualifications but all have at least trade certificate • All held positions of responsibility before beginning teaching

  5. Broad themes • Motivators for entry into teaching • Concepts of teaching in an ITP as compared to training in the workplace • Identity formation as trades teachers - concentrating on this one for this presentation which also includes aspects of the 2 points above • Suggestions for the improvement of teacher training courses at ITPs • Support for new tutors not always available

  6. Identity & boundary crossing • Concepts of craftsmanship (Ainley, 1995) versus scholarship of teaching & learning (Trigwell, Martin, Benjamin & Prosser, 2000) • Identity formation - Erickson & Marcia (ASHE-ERIC, 2002) but applying the work of Vygotsky (Penuel & Wertsch, 1995) • Communities of practice (Wenger, 1998) – engagement, imagination & alignment with community, practice, meaning & identity • Learning as becoming (Hodkinson, Biesta & James, 2008) • Boundary crossing concepts (Jones, 2007; Manathunga, 2007)

  7. Identification as a trades person Arana: I think I am both because I can’t be one without the other really. And I need to maintain my integrity in having student respect by still being an electrician. So as far as work goes, I am a tutor but I still need that recognition as electrician. The thing is they still need to wire a house say, they still need someone to instruct them how to wire up a house. I got to still be a sparky. Arapeta: I love cookingI live for cooking but I must admit I enjoy as much the mentoring side. Yeah, that’s right, its something I love, its easy to do, it’s a hobby for me. Cooking is not a job.

  8. Rawiri: I am not so focused on being a teacher, I don’t want to be a teacher, still want to be chef that happens to teach. So I don’t want to be a tutor or a teacher that just happens to teach cooking. So I don’t know if that fits into the mould but seventeen years of being locked away in a kitchen, cooking, I don’t want to lose that. To my students that what I am, I am a chef that happens to be standing in front of this class teaching them about what I love. And I don’t wanna to lose that.

  9. Moving towards becoming a teacher Hemi: It was good. It was actually quite scary and this is going to sound stupid. But that is when I realised teaching is another trade. The job is teaching it just happens to be painting. That I suppose is obvious but all the things around how people learning, that was brilliant. Maaka: I consider myself as a more a teacher than I do builder. Ah, it would have been. It was fairly early in the piece, because I started realising these things fit me.

  10. There is a change in how students are perceived as compared to apprentices being trained in the workplace. Maaka: That’s a curly question. I think now, I find I have more responsibility and whereas before you could say they were work colleagues, equals and even though they are. And now I see that I have quite a lot of influence on the young fellas. They look up to you a lot more. With that tutor role, you have to be careful what you say, how you respond to them. Yeah, a lot more responsibility.

  11. And for Hemi, a change in focus for his teaching from his trade to the literacy skills of his students. Hemi: Encouraging them to write. Which is an exercise [tutor Hemi defers to] does where he gives them a notebook which we disguise as actually a journal and everyday, they writing something that they have learnt, or something they have found hard or… we avoid feelings and things like that. And also encouraging them to get out in front of a board early on. So just making it, without them being aware, they are standing in front of a whole class, drawing on the board or writing something on the board. Making it safe and comfortable about that.

  12. Where to from here? • Does this generalise to the wider ITP sector? • What of work overseas? • What does this study tell us about our professional/vocational identities?

  13. Some recommendations • Communities of practice (internal, external) important • Using the ‘apprenticeship’ model to provide mentorship • Induction systems need to be more effective • Role models important

  14. Thank You!! • Contact: Selena Chan email:- chans@cpit.ac.nz Blogging at:- http://mportfolios.blogspot.com

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