Key Findings

Findings on vocational thresholds

• Transformed not only in what someone knew or could do, but the way they were.
• Revealed the big picture and previously hidden theory-practice integration.
• Were memorable and unshakeable.
• Could be troubling or counterintuitive.
• Arose from authentic practice.
• Were multiple and could be crossed throughout a career.

Findings on the three vocational thresholds for GP registrars

• Rethinking medical knowledge in a relationship-centred, community setting.
• Deepening expertise through uncertain work.
• Managing their own anxieties.

Findings on the three vocational thresholds for carpentry apprentices

• Taking pride in their craft.
• Integrating aesthetic values and judgement with technical skill.
• Developing a sense of belonging in the construction industry.

Findings on the three vocational thresholds for engineering technician cadets

• Seeing their work as a vital cog in a larger wheel.
• Appreciating the possibilities and impact of engineering.
• Understanding the social dimensions of engineering the first.

Key Recommendations

Workplace-based mentors, advisors, and teachers | Consider where and how learner-practitioners get opportunities to actually practise their work. Think about if there ways to break down the big picture and pull it together so learner-practitioners see how it works. Look for opportunities to critically reflect on where practice goes well and what could be better.

Employers | Consider whether or not your workplace and broader landscape culture fosters honest reflection so that mistakes and anxieties can be used positively for learning? Think about the opportunities for reflection and if they extend to all practitioners (not just less expert ones). Ask who is designated to support learners and keep an overview of their progress (not only their technical abilities but their dispositional development)?

Tertiary institution-based educators | Consider how to harness some of the authenticity that practice-based learning offers to help learners develop vocational dispositions and identity. Think about how to align the institution-based work programme with the workplace-based practice to support learners to cross vocational thresholds. Look at how much is known about the most significant learning experiences of learner-practitioners who are also tertiary students.

Careers educators | Consider how you can harness a vocational thresholds perspective to support people’s development of meaningful career management competencies. Think about how to foster understanding of vocational thresholds in people’s changing relationship with their field of practice or their career options.