Training yourself while training students: the constant challenge of vocational training teachers.
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.


CONCLUSIONS
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.


CONCLUSIONS
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.
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. chatigny.celine@uqam.ca
Céline
C
Chatigny
Sophie
S
Lévesque
Jessica
J
Riel
D001290:Attitude; D002055:Burnout, Professional; D005178:Faculty; D005260:Female; D006801:Humans; D007588:Job Satisfaction; D008297:Male; D008875:Middle Aged; D011792:Quebec; D013997:Time Factors; D014829:Vocational Education