This study explores the experience of novice trades instructors as they transition from their roles in industry to teaching in a vocational institution. In vocational institutions, instructors are often hired for their industry knowledge and their potential as instructors rather than their teaching experience. Using a qualitative approach, this study explores the experiences of three novice instructors through long-form interviewing. Through examining the experiences of the instructors, factors that are supportive of a successful transition to the classroom were identified including mentorship and a strong orientation towards teaching that supports motivation and perseverance. Participants also described factors which acted as barriers to their transition to the classroom, including tensions between the academic nature of the institution and the practical nature of the applied trades. The findings of this research can be used in vocational institutions hiring tradespeople directly from industry as well as the teaching and learning centres that support them.
Keywords: Vocational Education; Trades Education; Transition from Industry; Teacher Training; Teacher Support; Mentorship; Professional Development
