Pedagogical practices in VET: between direct and indirect teacher approaches

This article deals with pedagogical practices on the basic carpentry VET programme in Denmark. On the basis of an anthropologically inspired study among carpentry students at two VET schools, the prime objective of analysis is to understand the various pedagogical practices from the students’ perspective. Various different teaching situations are analysed and discussed with regard to their impact on the students’ motivation for participation as well as development of independent reflection skills. My argument is that the students look to the teachers for active support in their professional development. Without this active teacher support, the students become disengaged and demotivated and risk dropping out. This is especially clear at the beginning of the programme.