Constructing a professional identity in VET: teacher perspectives

A notion of being a professional and acting with professionalism suggests particular standards associated identity practice. For vocational education training (VET) educators in Australia, the ‘professional’ that is encased within association registration does not apply. Yet these operate contexts where discourse influences their enactment vocation. This paper reports on findings from an exploration relation to teachers VET/further sector Australia. Twenty-six TAFE large government provider Australia participated semi-structured interviews explored current practices continuing development, key motivations act as professional, consideration appropriate qualification levels for VET teaching. The aspects research reported discussed this relate teachers’ perceptions themselves professionals bases which they made those judgements. reveal clear belief professionals, ultimately dual professionals. were strongly grounded industry vocation but regarded second vocation, teaching, legitimising right be even without teacher or membership association.