Sai Loo (廬世胤*)
Sai Loo (PhD, MA, BSc, FHEA, ACA, FETC) is an academic at UCL Institute of Education, University College London and the author and editor of nine research monographs. He is writing his tenth book. Before joining UCL, he taught accounting and finance in higher education, professional programmes, and vocational areas in further education. At UCL, he has taught doctoral (research methodologies and supervision), MA programmes (in education, accounting and finance), teacher education courses ( of post-compulsory, higher education and professional levels), first-degree offers (in education and accounting and finance) and professional programmes (e.g. banking and accountancy disciplines). Sai worked in the industry as a Chartered Accountant. He has published over 160 publications, conference papers and keynotes (83 per cent are single-authored). His current research projects may be found on the ‘Research Activities’ IRIS webpage. He has published eight research monographs and writing his tenth book.
His research interests are in the micro perspectives of occupational education (OE), which he created. OE relates to the interdisciplinary approaches to identifying, defining and applying knowledge in work, learning and teaching settings. His projects and publications have focused on the further and higher education sectors and professional education, especially around teacher education (teacher educators and teachers) and professional practices in work-related settings of the knowledge economy and clinical disciplines. Some of the professional websites can be accessed at https://iris.ucl.ac.uk/iris/browse/profile?upi=SYLOO79; https://www.routledge.com/authors/i15172-sai-loo-.
His research interests are in the micro perspectives of occupational education (OE), which he created. OE relates to the interdisciplinary approaches to identifying, defining and applying knowledge in work, learning and teaching settings. His projects and publications have focused on the further and higher education sectors and professional education, especially around teacher education (teacher educators and teachers) and professional practices in work-related settings of the knowledge economy and clinical disciplines. Some of the professional websites can be accessed at https://iris.ucl.ac.uk/iris/browse/profile?upi=SYLOO79; https://www.routledge.com/authors/i15172-sai-loo-.
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Research Monographs by Sai Loo (廬世胤*)
Providing space for further research and implementation possibilities, the book offers comprehensive multi-disciplinary and multi-level perspectives, giving extensive coverage of the structure and focus of these types of programmes concerning geographical locations and academic levels, also drawing on perspectives from national, institutional and individual interactions. Topics of investigations include apprenticeships, education of occupational teachers, training of workers and entrepreneurs and working of physicians.
Multiple Dimensions of Teaching and Learning for Occupational Practice will be vital reading for academics in education, educationalists in the related areas of clinical practices, sports and culture-related industries, researchers, policymakers, government officials and those from socio-development change agencies.
Dr Sai Loo is an academic at UCL Institute of Education, University College London.
"This research monograph presents the concept of "ocupational practice" as a possible common denominator across different educational levels and systems, academic disciplines and countries. The total of 13 contributions were written by highly esteemed international researchers from various disciplines and countries. The guiding principle of the volume is to capture TVET, professional and higher education not over the divide, but through what they share in common, which is the connection of teaching, learning and working. This approach does not aim to negate differences, but to condense what is expressed in multiple dimensions of teaching and learning for an occupational practice. The approach of "occupational education", based on this concept, could become a central leitmotif that can bridge the educational world to the world of work across disciplines, levels, systems and countries. Such a boundary object is missing so far. I welcome and appreciate this comprehensive and comparative approach because it asks the fundamental question - what is the pattern that connects? I can confirm what the editor notes: This research monograph is suitable to open the ground for a possible new area of education."
Prof. Dr. Dr. h.c. Michael Gessler, Chair of Vocational and Professional Education and Training, University of Bremen, Institute Technology and Education (ITB), Germany.
The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education.
This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy makers, teacher educators and education professionals.
Three articles from this monograph can be accessed:
https://www.fenews.co.uk/featured-article/45715-fe-teachers-professional-identities
https://www.fenews.co.uk/featured-article/46631-teachers-emotional-ecology-pedagogic-life-and-occupational-experiences
https://www.fenews.co.uk/featured-article/49346-reconceptualising-teacher-education-to-improve-widening-participation-in-fe
This collection of eight standalone chapters comprises of:
Researching further education, professional and occupational landscapes (p. 1-3)
Teachers’ emotional ecology: pedagogic, life and occupational experiences (p. 4-28)
Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences (p. 29-47)
Professional identities in the further education sector: a systematic literature review (p. 48-85)
Reconceptualising teacher education as part of a strategic approach to broadening and advancing research in the field of widening participation (p. 86-103)
The pedagogic implications of occupation-related teaching professionals in higher education (p. 104-123)
Working and learning of creative workers: implications for a knowledge-driven curriculum (p. 124-140)
Reflections on the further education, professional and occupational landscapes (p. 141-143)
This research monograph introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors.
The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein’s recontextualization process.
Teachers and Teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism.
Three articles from this monograph can be accessed:
https://www.fenews.co.uk/featured-article/42671-the-occupational-pedagogy-of-fe-teachers
https://www.fenews.co.uk/featured-article/43968-the-complexities-of-occupational-teaching-on-tvet-programmes
https://www.fenews.co.uk/featured-article/44412-the-importance-of-abilities-attitudes-and-skill-sets-in-vocational-pedagogy
Publications by Sai Loo (廬世胤*)
In studying the working and learning of the teachers’ professional practices, this chapter uses a conceptual framework that relies on a dual professional concept (Handal, 1999) at the initial stage and this contribution centres on occupational practices and not the pedagogic activities of the teachers. Acquisition of knowledge theoretical frameworks relates to those by Clarke and Winch (2004), Eraut (2004), and Winch (2014). Turning to the application of knowledge, the relevant conceptual frameworks include those by Barnett (2006), Evans et al. (2010), Kahneman (2012), Kemmis and Green (2013), and Evans (2016).
The empirical evidence is based on data from a larger project (Loo, 2018). The research methodologies include quantitative and qualitative research methods. These are questionnaire survey, one-to-one semi-structured interviews and documentary evidence.
Using empirical data, examples of how types of know-how acquired by participants in gas servicing, health and social work, fashion and textiles and equine industries are discussed. The participants’ perspectives of their use of know-how are also delineated using the above theoretical frameworks to provide deep insights into how they perform their roles in the respective work areas. The conclusion section offers contributions and implications of this study.
learners’ (trainee teachers and their students) advancement especially with the recent emphasis on apprenticeships. The second strand relates to a pedagogical solution to offer quality teacher education where pedagogical and disciplinary or occupational know-how are integrated to produce quality teachers on occupational programmes.
The conceptual frameworks are drawn from areas of teaching knowledge and teacher training. From teaching knowledge, the sources include: Shulman (1987) and Clandinin (1085) and from teacher training, via a process of recontextualisation, the sources include: Bernstein (1990), Barnet (2006) and Young (2013). The scholars who provide theoretical understandings in terms of the enhancement of teaching quality include Jewitt (2009) and Kress (2010) via ‘multimodality’ and Pollard et al. (2008) via their reflective peer review approaches.
This paper is based on a re-evaluation of the empirical data from two projects. The first set of data is from a larger project on occupational pedagogy (Loo, 2015) and the second set of data is from a project on a structured approach to improve teaching via the use of digitally recorded pedagogic sessions (Loo, 2013).
The Discussion section uses the re-evaluated data sets to argue for the importance of quality teaching to broadening and advancing the field of WP. It uses curriculum examples to argue for a more critical definition of teaching knowledge in curriculum (both in teacher training and occupation-related courses) and findings to offer a pedagogical solution to improving teaching quality where disciplinary and pedagogical know- how are critically reflected in teacher training. This paper finally indicates the contributions to the field of WP and the implications for learners, deliverers, post-compulsory institutions and policy-makers.
Abstract
The international debates surrounding teaching acknowledge the complexity of this activity. Perhaps one may argue that the teaching of occupation-related courses offers an additional challenge. These courses encompass pre-university, university and professional levels. There are lacuna of research in the areas of teaching knowledge of teachers with occupational-related courses and a curriculum solution to the training of such teachers. This chapter seeks to address these two gaps in the training of teachers of occupation-related programmes. The first relates to teaching knowledge by examining critically the notion of teaching knowledge and its import in teacher education/training curriculum and alongside these, the need for research-based evidence. The second refers to a pedagogical solution using digitally recorded teaching sessions as a reflective peer review process to collaboratively and constructively support peer learning and enhance quality teaching via teaching knowledge. This chapter also draws on theoretical frameworks relating to the studies surrounding teaching knowledge, the importance of knowledge in curricula, and the use of recontextualisation processes to gain a better understanding of the uses of teaching knowledge in the training of teacher of occupational courses. The other frameworks draw on multimodality for understanding the interactions of digital technologies and reflective learning for collaborative peer review learning. The empirical data is drawn from two projects using qualitative and quantitative research methods. These studies were carried out in England. One studied the teaching knowledge of those delivering occupational courses and they included those teaching on: pre-university areas such as equine studies and gas fitting; university programmes such as dental hygiene and accountancy; and professional areas of clinical studies (e.g. general medicine and emergence medicine). The other study investigated the application of digitally recorded teaching sessions. After a re-examination of the data in order to focus on the aims of the investigation, the discussion and findings are delineated from the two projects together with the theoretical frameworks. The chapter finally offers contributions from this paper and implications for individual teachers, related institutions and policy-makers.
Providing space for further research and implementation possibilities, the book offers comprehensive multi-disciplinary and multi-level perspectives, giving extensive coverage of the structure and focus of these types of programmes concerning geographical locations and academic levels, also drawing on perspectives from national, institutional and individual interactions. Topics of investigations include apprenticeships, education of occupational teachers, training of workers and entrepreneurs and working of physicians.
Multiple Dimensions of Teaching and Learning for Occupational Practice will be vital reading for academics in education, educationalists in the related areas of clinical practices, sports and culture-related industries, researchers, policymakers, government officials and those from socio-development change agencies.
Dr Sai Loo is an academic at UCL Institute of Education, University College London.
"This research monograph presents the concept of "ocupational practice" as a possible common denominator across different educational levels and systems, academic disciplines and countries. The total of 13 contributions were written by highly esteemed international researchers from various disciplines and countries. The guiding principle of the volume is to capture TVET, professional and higher education not over the divide, but through what they share in common, which is the connection of teaching, learning and working. This approach does not aim to negate differences, but to condense what is expressed in multiple dimensions of teaching and learning for an occupational practice. The approach of "occupational education", based on this concept, could become a central leitmotif that can bridge the educational world to the world of work across disciplines, levels, systems and countries. Such a boundary object is missing so far. I welcome and appreciate this comprehensive and comparative approach because it asks the fundamental question - what is the pattern that connects? I can confirm what the editor notes: This research monograph is suitable to open the ground for a possible new area of education."
Prof. Dr. Dr. h.c. Michael Gessler, Chair of Vocational and Professional Education and Training, University of Bremen, Institute Technology and Education (ITB), Germany.
The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education.
This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy makers, teacher educators and education professionals.
Three articles from this monograph can be accessed:
https://www.fenews.co.uk/featured-article/45715-fe-teachers-professional-identities
https://www.fenews.co.uk/featured-article/46631-teachers-emotional-ecology-pedagogic-life-and-occupational-experiences
https://www.fenews.co.uk/featured-article/49346-reconceptualising-teacher-education-to-improve-widening-participation-in-fe
This collection of eight standalone chapters comprises of:
Researching further education, professional and occupational landscapes (p. 1-3)
Teachers’ emotional ecology: pedagogic, life and occupational experiences (p. 4-28)
Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences (p. 29-47)
Professional identities in the further education sector: a systematic literature review (p. 48-85)
Reconceptualising teacher education as part of a strategic approach to broadening and advancing research in the field of widening participation (p. 86-103)
The pedagogic implications of occupation-related teaching professionals in higher education (p. 104-123)
Working and learning of creative workers: implications for a knowledge-driven curriculum (p. 124-140)
Reflections on the further education, professional and occupational landscapes (p. 141-143)
This research monograph introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors.
The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein’s recontextualization process.
Teachers and Teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism.
Three articles from this monograph can be accessed:
https://www.fenews.co.uk/featured-article/42671-the-occupational-pedagogy-of-fe-teachers
https://www.fenews.co.uk/featured-article/43968-the-complexities-of-occupational-teaching-on-tvet-programmes
https://www.fenews.co.uk/featured-article/44412-the-importance-of-abilities-attitudes-and-skill-sets-in-vocational-pedagogy
In studying the working and learning of the teachers’ professional practices, this chapter uses a conceptual framework that relies on a dual professional concept (Handal, 1999) at the initial stage and this contribution centres on occupational practices and not the pedagogic activities of the teachers. Acquisition of knowledge theoretical frameworks relates to those by Clarke and Winch (2004), Eraut (2004), and Winch (2014). Turning to the application of knowledge, the relevant conceptual frameworks include those by Barnett (2006), Evans et al. (2010), Kahneman (2012), Kemmis and Green (2013), and Evans (2016).
The empirical evidence is based on data from a larger project (Loo, 2018). The research methodologies include quantitative and qualitative research methods. These are questionnaire survey, one-to-one semi-structured interviews and documentary evidence.
Using empirical data, examples of how types of know-how acquired by participants in gas servicing, health and social work, fashion and textiles and equine industries are discussed. The participants’ perspectives of their use of know-how are also delineated using the above theoretical frameworks to provide deep insights into how they perform their roles in the respective work areas. The conclusion section offers contributions and implications of this study.
learners’ (trainee teachers and their students) advancement especially with the recent emphasis on apprenticeships. The second strand relates to a pedagogical solution to offer quality teacher education where pedagogical and disciplinary or occupational know-how are integrated to produce quality teachers on occupational programmes.
The conceptual frameworks are drawn from areas of teaching knowledge and teacher training. From teaching knowledge, the sources include: Shulman (1987) and Clandinin (1085) and from teacher training, via a process of recontextualisation, the sources include: Bernstein (1990), Barnet (2006) and Young (2013). The scholars who provide theoretical understandings in terms of the enhancement of teaching quality include Jewitt (2009) and Kress (2010) via ‘multimodality’ and Pollard et al. (2008) via their reflective peer review approaches.
This paper is based on a re-evaluation of the empirical data from two projects. The first set of data is from a larger project on occupational pedagogy (Loo, 2015) and the second set of data is from a project on a structured approach to improve teaching via the use of digitally recorded pedagogic sessions (Loo, 2013).
The Discussion section uses the re-evaluated data sets to argue for the importance of quality teaching to broadening and advancing the field of WP. It uses curriculum examples to argue for a more critical definition of teaching knowledge in curriculum (both in teacher training and occupation-related courses) and findings to offer a pedagogical solution to improving teaching quality where disciplinary and pedagogical know- how are critically reflected in teacher training. This paper finally indicates the contributions to the field of WP and the implications for learners, deliverers, post-compulsory institutions and policy-makers.
Abstract
The international debates surrounding teaching acknowledge the complexity of this activity. Perhaps one may argue that the teaching of occupation-related courses offers an additional challenge. These courses encompass pre-university, university and professional levels. There are lacuna of research in the areas of teaching knowledge of teachers with occupational-related courses and a curriculum solution to the training of such teachers. This chapter seeks to address these two gaps in the training of teachers of occupation-related programmes. The first relates to teaching knowledge by examining critically the notion of teaching knowledge and its import in teacher education/training curriculum and alongside these, the need for research-based evidence. The second refers to a pedagogical solution using digitally recorded teaching sessions as a reflective peer review process to collaboratively and constructively support peer learning and enhance quality teaching via teaching knowledge. This chapter also draws on theoretical frameworks relating to the studies surrounding teaching knowledge, the importance of knowledge in curricula, and the use of recontextualisation processes to gain a better understanding of the uses of teaching knowledge in the training of teacher of occupational courses. The other frameworks draw on multimodality for understanding the interactions of digital technologies and reflective learning for collaborative peer review learning. The empirical data is drawn from two projects using qualitative and quantitative research methods. These studies were carried out in England. One studied the teaching knowledge of those delivering occupational courses and they included those teaching on: pre-university areas such as equine studies and gas fitting; university programmes such as dental hygiene and accountancy; and professional areas of clinical studies (e.g. general medicine and emergence medicine). The other study investigated the application of digitally recorded teaching sessions. After a re-examination of the data in order to focus on the aims of the investigation, the discussion and findings are delineated from the two projects together with the theoretical frameworks. The chapter finally offers contributions from this paper and implications for individual teachers, related institutions and policy-makers.
This paper investigates the knowledge base of subject specific teachers in the post compulsory education sector in England. It discusses and critiques in particular the subject and pedagogic knowledge with reference to the adult numeracy subject specifications and the generic Teaching and Supporting Learning standards respectively as they now form the core knowledge base for adult numeracy teaching. It poses the question of whether the existence of these two subject and pedagogic contents are sufficient as a core knowledge base in contributing to high quality teacher training programmes. This paper argues that the mere existence of subject specific specifications and generic Teaching and Supporting Learning standards does not necessarily guarantee an appropriate knowledge base for high quality training of teachers and that only a relevant knowledge base can contribute towards an efficient teacher training. The paper also suggests that the critiquing of core knowledge base of teacher education has resonances for other teacher training programmes irrespective of country or subject area.
It does this by using supporting evidence from a research project in teacher training in adult literacy, numeracy and ESOL. The paper starts by reviewing the changing nature of the post compulsory education sector in England in relation to teaching of the three adult areas. It also reviews the changing educationist landscape of knowledge in recent decades. The knowledge base of the subject contents and pedagogic standards are investigated in relation to adult numeracy teaching. This is followed by a discussion of the subject and pedagogic knowledge centring on the fault lines of the subject and generic standards documents. It also examines the linguistic meanings of specification and syllabus and ‘missing’ types of knowledge.
The paper suggests that the current subject specifications and generic Teaching and Supporting Learning standards do not provide a relevant enough knowledge base for adult numeracy teacher training. It offers some recommendations for improvement. Finally, the paper suggests some areas for further research if subject and pedagogic knowledge are to be used effectively to train teachers in adult subject specific areas.
The proposal is structured into the following parts. The first part is an introduction of the new teacher education regulation in England as regards knowledge types. This part provides an interesting opportunity to critique the new and the previous regulations surrounding this area. The next part focuses on the literature surrounding this area of knowledge types that are necessary for the training of teachers in the post-compulsory education sector in England. The third part is a critique of the relevant literature and the argument is for a different theoretical approach in the form of a sociological framework as advocated by Knorr Cetina (2001). In this framework, it explores the relevance of ‘objectualization’ and the existence of ‘epistemic cultures’ for teacher education. The fourth section provides an explanation of the ‘adjusted’ theoretical framework in the context of teacher training. It also offers a diagram of the sociological framework. The final part gives a summary of the article and calls for a different perspective of knowledge types currently offered by the writers referred earlier in this paper.
This article is based on empirical research and literature review. Using one example of such workers to exemplify the types of knowledge required carrying out their roles in the knowledge economy, this article investigates the types of knowledge required and how they are learnt in the context of creative knowledge workers. Finally, the paper considers implications of knowledge, and working and learning of these workers.
The article uses two case studies of dental hygiene (from a related research project) and accounting for non-accountants to discuss how the conceptual approach may be applied to understanding how teachers negotiate, using teaching knowledge, between different work settings. The final section offers an appraisal of PKtW and discusses the implications of the framework in terms of: teacher training; work settings; support structures; and continuous professional development.
Supporting statement:
The genesis of this diagram started as an idea of viewing different theories/models of learning visually and also to ascertain if there were any connections between some of the theories. This diagram might be used as a teaching and/or learning resource (in conjunction with the ‘Assignments and Learning Theories’ learning resource) for those who are related to the areas of education, though not necessarily in the field of education. Thus I envisage those who are involved in teaching and learning in other fields such as clinical medicine, professions, the sciences and the arts and humanities may also be interested. Needless to say, the possible connections are based on my perceptions and thus others may offer varying opinions, which are understandable. I initially used Tusting and Barton’s Models of adult learning: a literature review (2003) as a generic source of learning theories and built on from there. Of course, there are also other generic sources on learning theories such as Illeris (2007) and Jarvis (2010), which I have referred to. I would be grateful for any comments in order to develop this diagram further.
Sai.
Nov. 2018
Sai Loo (廬世胤) (BSc, MA, PhD, FETC, ACA, FHEA)
UCL Institute of Education, University College London
e-mail: [email protected]
https://ucl.academia.edu/SaiLoo
http://www.routledge.com/authors/i15172-sai-loo
The research questions are:
1. What is occupational pedagogy?
2. How is its related knowledge acquired and applied by those teaching on the programmes?
The research questions are:
1. What are the routes to becoming teacher educators/trainer
in the sector?
2. How do teacher educators train others to become
teachers?
3. What knowledge(s) do they draw upon and apply in their
work?
4. How do they maintain their professional development?
5. How do they view themselves?