Pedagogues or Craftspersons? A Latent Class Analysis of TVET Teachers' and Workplace Supervisors' Professional Identity and Socio-Emotional Support for Students

Abstract

Context: Qualitative studies imply that technical vocational education and training (TVET) teachers and workplace supervisors can be classified into pedagogues and craftspersons according to their aims for teaching and guidance. Pedagogues and craftspersons further seem to differently promote socio-emotional features of the learning environment. However, statistical evidence for these arguments is scarce. Therefore, this study aimed to investigate whether TVET teachers and workplace supervisors can be classified into pedagogues and craftspersons according to their preferred aims for teaching and guidance and how these classes are associated with the provision of socio-emotional support for students.

Methods: Participants (N = 637) were Finnish TVET teachers (n = 387) and workplace supervisors (n = 250). We collected the data with an online survey and asked the participants to choose up to four options from eight available aims for teaching and guidance. Then, we used latent class analysis to classify the participants according to their chosen aims. We also asked the participants to rate to what extent they provide their students with the features of a socio-emotionally sound learning environment (social support, recognition, equal treatment and a positive climate for learning) and examined whether the classes established previously were associated with these features.

Results: Latent class analysis showed that the participants could be classified into pedagogues and craftspersons. A multivariate multiple regression analysis showed that being classified as a pedagogue was associated with more social support, equal treatment and a positive climate for learning than being classified as a craftsperson. Holding an upper tertiary degree was associated with higher provision of equal treatment.

Conclusions: The results advance the scientific discussion about TVET teachers' and workplace supervisors' professional identity by showing relatively rare statistical evidence that the duality of a craftsperson identity and a pedagogue identity is linked to their preferred educational aims for teaching and guidance. The results further imply that pedagogues seem to better provide their students with the features of a socio-emotionally sound vocational learning environment than craftspersons. Thus, the results highlight the role of vocational teacher education and continuous learning efforts in the development of a pedagogical identity.