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Chapter
Signature Pedagogies in
Vocational Learning
JanetHobley
Abstract
This section will look at differing concepts of pedagogy using research data
collected at a college that is at the forefront of using technology as a tool for learn-
ing. The data collected was originally analysed using the concepts of Pedagogical
Content Knowledge (PCK), Technological Pedagogical Content Knowledge
(TPCK), Signature Pedagogies and expansive vocational education to see how these
concepts applied to practice. The research indicated that whilst there were differ-
ences in the pedagogical content approach, the concept of signature pedagogies was
strong across all the vocational curriculum areas looked at. It highlighted several
instances where the teachers were using an ‘implicit structure’ in their pedagogy to
draw out the moral aspects of the profession and the inherent principles that guide
a professional in a particular field. Finally, it confirms that through using signature
pedagogies teachers are able to develop habits of the heart, mind and hand in their
learners and to cultivate learners who ‘think like professionals’.
Keywords: pedagogical content knowledge, technological pedagogical content
knowledge, signature pedagogies, expansive education
. Introduction
This chapter investigates the relationship of varying pedagogical definitions
alongside observations of teaching practice within different vocational areas.
These pedagogical concepts include Technological Pedagogical Content Knowledge
(TPCK), Signature Pedagogies and expansive vocational education. Originally
Shulman [1] defined pedagogy in distinct ways that incorporated concepts such as
Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) and both
relate to both academic and vocational pedagogy. However, for now the emphasis
is on a consideration of signature pedagogies in vocational learning and its impor-
tance in professional learning.
. Vocational pedagogies
According to Shulman [2] Content Knowledge arises from the knowledge of the
discipline being taught and here he uses the example of Biology as the subject in ques-
tion. In terms of teaching, he raises some interesting questions such as “How does the
novice teacher (or even the seasoned veteran) draw on expertise in the subject matter
in the process of teaching?” (p. 8). Ultimately this is about the amount and organisa-
tion of knowledge that the teacher has. Pedagogical Content Knowledge on the other
Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications
hand refers to the way that the teacher organises specific topics and ranks them accord-
ing to difficulty in learning. In this way he or she is able to build up a coherent scheme
of work that builds knowledge and scaffolds it so that it becomes more accessible to
learners. Here Shulman means the most frequently taught topics and the most acces-
sible forms of representation and illustrations of that topic, again with the desire to
make it more accessible to learners. In the past these would have been ‘cut and pasted’,
photocopied and reproduced for the learners, nowadays the internet has allowed a
different form of cut and paste. Hence in the light of technology Shulman’s original
definitions of teacher knowledge have been revised and here a different dimension has
been added to these concepts, that of Technological Pedagogical Content Knowledge
(TPCK). Several authors (Koehler and Mishra [3] and Harris et al. [4]) discuss this
concept and define the term as the effective use of technology in teaching and learn-
ing. Here it assumes that a teacher has some technical content knowledge, that is some
knowledge of technology available to teaching as resources to illustrate and represent
topics. Here the Content Knowledge, and PCK as advocated by Shulman come
together as Technological Content Knowledge in other words, the knowledge of how
technological aids can enhance these representations. However, this is all very well if
the technology also aids pedagogically or if it is chosen just because it is there. Here the
new concept of TPCK presents different challenges to teachers today.
. Technological pedagogical content knowledge
TPCK can be viewed as the basis of good teaching with technology and requires
an understanding of the way concepts can be represented through using emerging
technologies and by using the correct pedagogical principles that use that technol-
ogy in a constructive way to allow access to content. This is different for example
than knowing that Padlet is an ‘app’ (application), it also involves cognition as to
how this technology can help in pedagogical ways as well. Here Padlet can be used
in collating student ideas and as collaboration in learning. It allows a more student-
centred approach to construction of knowledge and hence application and analysis
of that specific subject knowledge.
. Signature pedagogies
However more recently another concept of pedagogy has emerged in the litera-
ture, that of ‘signature pedagogies’ which is defined as “types of teaching that orga-
nise the fundamental ways in which future practitioners are educated for their new
professions” Shulman [1]. This concept is of particular importance in a vocational
context as here students are being prepared for specific professional careers such as
Hairdressing, Engineering and Construction amongst others. Recent literature has
revolved around the concept of vocational pedagogies and how students in voca-
tional education and training are taught differently from more academic courses
based on theory alone. As a concept signature pedagogy is an idea that Shulman [1]
applied to vocational areas of learning and noted here that the learner is ‘trained’ in
three areas of the professional work involved. These are:
• Thinking as a professional
• Performing as a professional
• Acting as a professional
Signature Pedagogies in Vocational Learning
DOI: http://dx.doi.org/10.5772/intechopen.100119
Shulman [1] goes onto note three dimensions to signature pedagogy, these being
‘surface structure’, ‘deep structure’ and an ‘implicit structure’. The surface structure
he argues is the operational aspects of teaching and learning such as questioning
students and demonstrating specific techniques important to those professions. In
Hairdressing these would be demonstration of specific skills such as cutting hair and
for example in Engineering, underpinning health and safety around the correct use
of large lathes. The deep structure involved a set of assumptions about how to impart
the specific knowledge within that profession and again in Engineering, this would
be how to solve problems and find solutions. Finally, the implicit structure according
to Shulman involves the moral aspects of that profession such as attitude, values and
dispositions. Here he uses law as an example of legal reasoning and moral judgements.
Lucas and Hanson [5], as does Shulman, go one step further and refer to signa-
ture pedagogies as defining habits of hearts, mind and hands. Shulman [1] notes
“One thing is clear: signature pedagogies make a difference. They form habits of
the mind, habits of the heart, and habits of the hand”. For Lucas and Hanson these
habits of mind can be described in Engineering as EHoM (Engineering Habits of
Mind) and this involves as the following:
• Systems thinking (seeing whole, systems and parts, and how they connect,
pattern-sniffing, recognising interdependencies, synthesising)
• Problem finding (clarifying needs, checking existing solutions, investigating,
contexts, verifying)
• Visualising (move from abstract to concrete, manipulating materials, mental
rehearsal of physical space and of practical design solutions)
• Improving (relentlessly trying to make things better by experimenting,
designing, sketching, guessing, conjecturing, thought-experimenting,
prototyping)
• Creative problem solving (applying techniques from other traditions, generat-
ing, ideas and solutions with others, generous but rigorous critiquing, seeing
engineering as a “team sport”)
• Adapting (testing, analysing, reflecting, re-thinking)
Lucas and Hanson [5] conclude that those involved in engineering teaching and
learning need to consider redesigning engineering education and start from the
premise that they are trying to “cultivate learners who think like engineers, and we
have suggested that a clearer articulation of the signature pedagogies of engineering
may support this aim.” (p. 12).
Whilst not within an engineering context Claxton [6] too refers to Habits of mind
as specific skills and attitudes to learning such as “resilience, creativity, communica-
tion, team working, leadership, flexibility, resourcefulness, reflection and metacog-
nition” (p. 6). Lucas et al. [7] also use the term ‘expansive education’ as a means of
redefining vocational or ‘real-world learning’ and here we see terms such as resource-
fulness, self-belief and ‘wider dispositions for lifelong learning’ (p. 138). Lucas et
al. [7] go onto unpick this concept further to look at the part that the teacher has on
learning, through being ‘feedback-rich’ (p. 133). By this they mean ‘critical reflection
on progress’ and how feedback provides learning with purpose and progression.
It is clear from the literature that signature pedagogies make a difference and
as Shulman noted in 2005, they inform habits of the mind, heart, and hands. It
Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications
follows therefore that teachers need to use these more in vocational learning to
enable students to think like professionals with resilience and resourcefulness at the
heart of what they do. The following section therefore looks to practice to see how
vocational teachers do use signature pedagogies in practice.
. Methodology of research
In order to research the way that vocational teachers integrate the concepts of
signature pedagogies into their day-to-day teaching, data was taken from a series
of classroom observations within a vocational college in the Southeast of England.
Staff here are routinely observed either within a theory classroom-based lesson or
in a practical workshop involving skill-based learning. Observations are part of
the quality assurance process and are recorded as a narrative report rather than a
tick box approach. These are not graded but teachers are given specific targets for
improvement based on what was observed in that session. Data was collected over
two academic terms and here both practical and theory sessions were observed.
There were 13 lessons observed in total, of these 11 were theory-based sessions
with 2 practical ones. The vocational subjects seen were a Construction practical
session, two Hairdressing sessions, one practical and one theory based. The other
observations came from Engineering, two different theory lessons, Gas, two theory
lessons, two Health and Social Care theory lessons, two Media theory sessions
and two Plumbing theory sessions. All teachers seen were experienced in their
vocational subject having been practitioners first and teachers later in life. In terms
of demographics most were middle aged and had been teaching for several years.
The Hairdressing and Health and Social Care teachers were female as was one of
the Engineering teachers. The Media sessions was split between one male and one
female and here the female teacher was a novice teacher in her first year of teaching
having spent some years in broadcasting. All the Gas, Construction and Plumbing
teachers were male. The observations were written up in full and comments were
extracted from the observation feedback and analysed according to the following
concepts relating to signature pedagogies in both practical and theory lessons.
These were:
• a surface structure – where there was a reference to teaching methods
• a deep structure – where there was a reference to specific professional learning
• an implicit structure – where there was a reference to the moral or value
judgements of that profession
Using this data allowed an overall view of how signature pedagogy is
incorporated in teaching of vocational learning. The following section outlines the
findings of the observed sessions.
. Findings
Table shows the thirteen sessions observed with a breakdown of theory or
practical. The comments in column two have been extracted from the full observa-
tion feedback as they show aspects of signature pedagogy. Column three shows
the analysis of the comment in the light of Shulman’s [1] dimensions of signature
pedagogy, these being surface/deep/implicit. All lessons observed showed deep or
Signature Pedagogies in Vocational Learning
DOI: http://dx.doi.org/10.5772/intechopen.100119
Vocational
subject
Observation comment that relates to the way that
the teacher is demonstrating signature pedagogies
Dimension: surface/deep/
implicit
Hairdressing
theory lesson 1
Wonderful, you talked about training as a
hairdresser rather than just passing the exam. Good
demonstrations seen that helped the learners to see a
professional in practice.
Deep
Hairdressing
practical lesson
2
Whole group is managed well and there is a brisk pace
which is reinforced with reference to ‘hairdressing
pace’, excellent standards required here
implicit
Engineering
theory lesson 1
Reinforcement of key rules such as the need for
the equation, excellent practice for their future as
engineers.
deep
Engineering
theory lesson 2
Here the project was linked to the real world of project
management and the skills needed here (S).
Linked to money and budgets as well. Well done.
Deep/implicit
Health and
Social Care
theory lesson 1
Made relevant to the real world of work and what they
want to do in the future.
deep
Health and
Social Care
theory lesson 2
The topic was linked well to being a professional and
the need for CPD, formative assessment via using
whiteboards, here students write their ideas about how
to complete CPD
deep
Gas theory
lesson 1
The topic was gas decommissioning, and it began with
consideration of the Duty of Care involved in any gas
work undertaken. Excellent analogy provided which
clearly highlighted the need to refer work that was not
safe to the correct person/authority (S). This really
showed the students the importance of never leaving
work with a possible gas leak. This was reinforced
with the legislation (RIDDOR) and the need to report
any gas leaks immediately. The major strength seen
here was the constant reference to the professional
approach that needs to be taken when dealing with gas.
This was done through the repeated reference to Duty
of Care and the possibility of killing someone if gas
explodes!
implicit
Gas theory
lesson 2
Excellent use of own experiences and local knowledge
with regard to the damage gas fires can do and you
respond well to student questions here as well. You
made it relevant to the exam that the students need
to take and above all a strength here was the constant
reference to the professional approach needed with
regard to Duty of Care and the possibility of 7 years for
manslaughter. This was reinforced several times as was
the competence required for different equipment and
ongoing need to continuous professional development
as a gas engineer.
implicit
Construction
practical
lesson 1
Excellent use of humour and how to learn from
mistakes and to move on. All this is good grounding
for professional practice. Students rated this and it was
then made clear to them as to the importance of this
technique as practice for being a master craftsperson.
Well done here, this showed the need for a professional
approach to the trade.
implicit
Plumbing
theory lesson 1
Discussion then moved to being a professional,
although you did not mention this word. You did note
the need for CPD and the regulations for renewal of
the card at 5-year intervals.
Implicit/deep
Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications
Plumbing
theory lesson 2
This was also well related to actual work as a plumber
and you made good use of a past student to illustrate
key points
deep
Media theory
lesson 1
However, it was a useful exercise as it allowed you
to evaluate the brief as well as being a chance to
emphasize the need for some practical procedures that
they would need in industry, this part was excellent as
it really linked to the world of work
deep
Media theory
lesson 2
This was also related to merit/distinction etc and again
related to which area of the industry they might like to
focus on in future. Logbooks were related to interview
skills and you made it clear that even if they did not
like doing them, they needed to! Linked to Btec rules
of working with more than one person and again to
real work ie getting a script and being creative.
deep
Table 1.
To show the observation data analysed in terms of the way that vocational teachers use signature pedagogies in
practice.
implicit dimensions of signature pedagogy in practice, these being references to
specific professional learning or moral or value judgements.
. Discussion
Interestingly the strongest lessons showing aspects of an implicit structure for a
signature pedagogy came from the plumbing and construction teams. This was seen
as implicit due to the references concerning health and safety and craftmanship.
There were three lessons observed in this department, two theory-based lessons
and one practical. Clearly the issue of dealing with a potential gas hazard can be
considered as a moral judgement as did the comment made about being a master
craftsman. In these instances, the teachers were drawing on their own experience as
master craftsman to highlight the professional aspects of their trades. The comment
regarding a ‘hairdressing pace’ was seen in a practical session in which the teacher
was getting the learners to work at a pace appropriate to a real hairdressing salon
even though they were still training. A point worth making here is that both gas and
hairdressing involve working directly with customers and that in both health and
safety is vital to a professional approach.
The lessons which were deemed to show deep structures rather than implicit
ones were because they did not touch on the moral aspects of the craft but rather
were aspects of specific knowledge relating to that subject. Here there were several
references to the real world of work and being a professional. Here as well the
teachers were modelling good practice as in for example, the hairdressing teacher
who was demonstrating techniques in a professional way so as to enable students to
observe a professional person in action. This resonates with Claxton’s [6] ideas of
habits of mind where teamworking, creativity and communication are important
skills required for that profession.
To some degree it can be argued that in Engineering there were elements of
habits of mind as the reference to the need for ‘equation’ does highlight the need for
students in this discipline to be able to visualise or ‘move from abstract to concrete’
as Lucas and Hanson [5] indicate as being an EHoM for this subject. Finally, it is
clear from all the observations undertaken that there were deep structures of teach-
ers using signature pedagogies as part of professional vocational learning.
Signature Pedagogies in Vocational Learning
DOI: http://dx.doi.org/10.5772/intechopen.100119
Author details
JanetHobley
Basingstoke College of Technology, Hampshire, UnitedKingdom
*Address all correspondence to: janet.hobley@bcot.ac.uk
. Conclusion
To return to the literature, Shulman [1] applied the concept of signature
pedagogy as one in which the learner is ‘trained’ to think, perform and act like a
professional. The outcome he argued, would be that through the implicit struc-
ture of the pedagogical approach, learners would gain the valued dispositions
for that profession. From this data it can be seen quite clearly that the vocational
staff involved in teaching students today do use signature pedagogies in their
day-to-day teaching, both in theory and practical sessions. The repeated reference
to Health and Safety in working with gas was reinforcing the moral judgements
that a professional must exercise at all times, the implicit structure that Shulman
claims is part of signature pedagogy. Similarly, reference to the ‘pace of hairdress-
ing’ shows how the trained professional must act and perform when working on
real clients.
In terms of cultivating the habits of mind, heart and hand, there is evidence
that the teachers were developing these by role modelling as seen in hairdressing,
learning from mistakes as seen in the practical construction class and reinforcement
of the ‘rules of equation’ seen in engineering. Unfortunately, the EHom that Lucas
and Hanson [5] refer to was not really seen in the data, this is intended to be further
research within this particular vocational area in the future.
Conflict of interest
The authors declare no conflict of interest.
© 2021 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms
of the Creative Commons Attribution License (http://creativecommons.org/licenses/
by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited.
Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications
[1] Shulman, L. Signature pedagogies in
the professions. Dædalus Summer
2005;134(3):52-59.
[2] Shulman, L. Those who understand:
Knowledge growth in teaching.
Educational Researcher 1986;15(2):4-14.
[3] Koehler, M., and Mishra, P. What is
technological content knowledge?
Contemporary issues in teaching.
Technology and Teacher Education
2009;9(1):60-70.
[4] Harris, J., Mishra, P., and Koehler, M.
J. Teachers’ technological pedagogical
knowledge and learning activity types
– Curriculum-based technology
integration reframed. Journal of
Research on Technology in Education
2009;41(4):393-416.
[5] Lucas, B., and Hanson, J. Thinking
like an engineer: Using engineering
habits of mind and signature pedagogies
to redesign engineering education.
International Journal of Engineering
Pedagogy (iJEP) 2016;6(2):4-13.
DOI:10.3991/ijep.v6i2.5366
[6] Claxton, G. School as an epistemic
apprenticeship: The case of building
learning power. In: The 32nd Vernon-
Wall Lecture presented at the Annual
Meeting of the Education Section of the
British Psychological Society Kent’s Park
Conference Centre, Milton Keynes,
November 2012.
[7] Lucas, B., Claxton, G., and Spencer,
E. Expansive Education Teaching
Learners for the Real World. Acer Press
and Open University Press; 2013.
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