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.