New learning culture and changing role of vocational school teachers in the field of business and administration
Digital learning is becoming increasingly important in vocational schools and in the professional training of vocational school teachers. With a new learning culture emerging, the roles of both teachers and learners are changing. As learners take more responsibility for their own learning, the role of teachers is changing from that of ‘knowledge mediators’ to that of guides and mentors in the learning process. Research on self-directed learning and new learning cultures often focuses on learning and learners. Very little attention has been given to the shift away from classroom instruction to self-directed learning, to the impact that this has had on vocational school teachers and their professional self-concept. This dissertation project focuses on the implications of such a change in roles, how changes within a new learning culture can be conceptualised and how vocational school teachers’ perception of their role evolves when lessons are increasingly designed with the new learning culture in mind. Our research is centred on teachers responsible for vocational subjects relating to business and administration.
Supervisor of the dissertation:
This dissertation project describes the role of vocational school teachers in current models of teaching and learning and discusses the role concepts that could be used in the teaching of vocational subjects relating to business and administration. One possible way to describe the role of vocational school teachers in the new learning culture is that of a coach. The coaching concept originates from workplace training in companies. This study explores whether the coaching concept is a suitable way of clarifying the role of vocational school teachers in the new learning culture. It also considers whether and to what extent the coaching approach can be transferred to the context of a vocational school for subjects relating to business and administration. The study then examines how the role of vocational school teachers changes when a new learning culture is progressively implemented in vocational schools. To this end, narrative interviews will be conducted with eight vocational school teachers and their descriptions of how their roles have changed will be analysed.