Exploring Workplace Learning for Teachers of Secondary Vocational School: A Grounded Theory Study

Abstract

Workplace learning is an essential means of professional development for vocational education teachers. School-enterprise cooperation enables teachers to be more directly involved in real-life production work and access emerging applied technologies, which is conducive to the sustainable professional development of vocational education teachers. This study explores how to enhance the professional practical competence of secondary vocational school teachers through workplace learning and improve their professional development. Thirteen secondary vocational school teachers were selected for in-depth interviews in Guangxi province. The interview data collected were coded and inductively analyzed using NVivo 12 software, using the grounded theory research methodology and resulting in a theoretical model of the factors influencing vocational education teachers' workplace learning. The main determinants of workplace learning for vocational education teachers include government, schools, enterprises, and teachers. The relationships among the four are closely linked and influenced by each other. The government should increase support for teachers' workplace learning. Schools should give preferential treatment to teachers who participate in enterprise practice. Enterprises should be clear about the benefits of teachers' participation in enterprise practice. Teachers should be clear about the necessity of engaging in workplace learning. This study provides a theoretical basis for the professional development pathways of secondary vocational school teachers by investigating workplace learning in the context of school-enterprise cooperation in Guangxi province.