Vocational teaching practices for online learning during a state of emergency and its relation to collaboration with colleagues

Abstract

Previous studies focusing on change in vocational education have shown that collaboration shapes the professionality of vocational teachers (VTs) and helps them better adapt to change. The most collaborative VTs also use more learner-centred teaching practices. However, this raises the question of which teaching practices VTs implemented for online learning in the state of emergency and how these related to collaboration with colleagues. Based on quantitative data, the K-means cluster analysis was used, and three clusters of VTs were identified according to their teaching practices, which were described on the basis of forms of collaboration. The teachers of the second cluster used a variety of innovative teaching practices to support students and participated more in collaborative planning and teaching, and also provided feedback as well as collaborating more with their colleagues.