ABSTRACT
Like many questions of educational policy, the reframing of technical and vocational education plays out directly in the practices of teaching professionals. The chapter is framed by a review of the regulation of the sector and the competing notions of professionalism that have emerged during these developments. We report on the one hand evidence of efforts to introduce a more ‘instructional’ mode of teaching that purports to enhance, or provide academic credentials for, teaching professionalism. Drawing on examples from our own empirical research, we explore possibilities for facilitating learning across educational settings and work, drawing on the accounts of workplace professionals.
