Vocational teachers with industry experience: Transforming expertise into effective teaching

Abstract

This study investigates how industry-experienced teachers transform their expertise into effective vocational education and training (VET) teaching in China. Using qualitative methods, including preliminary interviews and a three-month field study with classroom observations and in-depth interviews of 12 teachers in mechanical and automotive engineering, it finds that production-background teachers more readily transfer practical expertise, while research and development (R&D) teachers face challenges. Expert teachers effectively frame tacit knowledge through abnormal scenarios—a key mode of expertise transformation—aiding student learning. Production-experienced teachers also motivate students better due to their understanding of workers' mindsets. The research suggests that VET schools prioritize hiring production-line professionals for their directly applicable expertise.