From Practice to Theory and Back Again: Experiences of VET Students in the Tension Between Vocational and Scientific Learning Processes

purpose: The paper discusses the tension between vocational and scientific knowledge, which often presents itself as a question of theory-practice transfer. The context of the study are VET programs in the initial teacher training in Tyrol, Austria. One dimension of the research question focuses on the students’ perspective: How do they perceive and evaluate the different forms of knowledge? A second dimension concerns the integration of learning experiences into the process of professionalization. methods: Using a mix of quantitative and qualitative methods, the paper analyses material from different sources (questionnaires, focus groups transcripts, observation protocols), in which a total of 21-29 students from three VET programs were consulted over a period of four years. findings: The findings display the students’ expectations as well as their assessment of the relevance of theory. While the evaluation of scientific knowledge depends on the students (professional) background, the importance of reflection is being emphasized for the development of teacher professionalization. The connection to prior professional experience is expressed less through vocational knowledge or skills, but rather through social competencies. conclusions: While the integration of learning experiences into the process of professionalization can be explained through reflective competence, the tension between vocational and scientific knowledge remains ambiguous at several levels of the VET programs. The results provide insights into the potentials that can be activated by the VET programs for creating transitions to past or future learning pathways. While many in-service students already are part of a "community of practice" in their professional field, they now become immersed into a new one without completely uncoupling from the old