Affiliations: Interdisciplinary Centre for the Study of Biology,
Health, Society and the Environment (CINBIOSE). Département
d'éducation et formation spécialisées, Université
du Québec à Montréal (UQAM), Montréal
(Québec), Canada
Abstract: Objective: This study characterized teachers' work at a vocational
training (VT) center and the conditions under which the activity is
learned. Methods: We interviewed administrators and 12 teachers (4 males, 8
females) representing three study programs, selected as representative (age,
seniority, and employment status). Results: What emerged was a portrait of an evolving profession
within an organization that was highly structured in terms of the assignment of
tasks and schedules, but unstructured in terms of support for job adaptation
and job retention. The major challenges for the teachers were to integrate
their trade-specific knowledge with the new skills required to teach the trade,
and to find time for class preparation. The lack of resources and support
caused dissatisfaction, stress, problematic work-study-family balance, and
health problems, particularly among new teachers. Discussion: A passion for teaching seems to compensate partly for
these difficulties but it is uncertain for how long. Further research is
necessary in order to understand the coping strategies employed by vocational
training teachers. Conclusion: The findings of this study offer guidance for the
development of resources that can assist with learning and performing the work
of a VT teacher, and for a better recognition of the work of VT teachers.
Keywords: Trades school, teaching, learning and working conditions, ergonomics
