ABSTRACT
Vocational educators in New Zealand, known generally as trades tutors, teach in programmes of study to prepare and support people for entry into and eventual qualification in trades occupations. Occupational specific experience is an important criteria used in the selection process for trades tutor positions. Hence, many new trades tutors perceive themselves first and foremost as trades people rather than as teachers. The challenges of teaching complex manual and cognitive skills, discipline knowledge and ‘craftsman-like’ attitudes to learners with diverse challenges, requires adequate preparation and support. However, most new trades tutors complete programmes assisting the development of vocational educators, whilst they are embroiled in adapting to a new occupation with different organisation objectives. Thus, many turn to pedagogical approaches that are often based on their prior experiences as learners. In this chapter, the experiences of new trades tutors are collated to synthesise recommendations for supporting the development of trades teaching education and training curriculum. The chapter proposes leveraging off the understandings trades tutors bring with them into trades teaching towards the creation and application of pedagogical approaches aligned to learner-centred teaching.
