Abstract
What is it like to teach at a vocational school? What are the pedagogical challenges for teachers who are responsible for teaching young people going into the trades? Since September 2015, the Research Center Urban Talent of the Rotterdam University of Applied Sciences has conducted field research at six different schools of vocational education. As a member of the center’s research staff, I conducted a series of conversations with a team of vocational teachers at each school between September 2015 and May 2018. This paper offers an account of one of these conversations. It focuses on the pedagogical experiences of vocational teachers, and it aims to get the teachers to articulate their experiences and to investigate their meanings. My approach was phenomenological. The teachers were encouraged to share and reflect on their experiences.
Highlights
In the 1940s the Dutch educator Martinus Langeveld introduced the phenomenological approach to the field of pedagogy in the Netherlands
What really is at stake in the process of bringing up children and youths? And what is the meaning of what is at stake that we may not comprehend? When asking what lies at the heart of the phenomenon of pedagogy and how should we name it, he says: “We wish to analyze this phenomenon only as such for
As I indicated above, my basic question was: What is it like to teach at a vocational school? What does a teacher experience in vocational education classrooms and what is the meaning of it? Together with the teachers, I tried to find out what was the crux of such experience, the unnamed themes that could be at stake in the pedagogical moment
Summary
In the 1940s the Dutch educator Martinus Langeveld introduced the phenomenological approach to the field of pedagogy in the Netherlands. I tried to find out what was the crux of such experience, the unnamed themes that could be at stake in the pedagogical moment. Teacher: I sent Mike out of the classroom and told him to think over what he had done and write down his thoughts. I dismissed the class and talked to Mike, who had posted the picture I had asked him what he thought of it in front of his classmates He said he didn’t have any problem with what happened, with them posting his picture. Teacher: I asked the class after I had sent Mike out again: ‘What do you think? Teacher: Yes, to be honest, that I am thinking this through, I should have conducted the conversation differently
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