**8. Conclusion**

To return to the literature, Shulman [1] applied the concept of signature pedagogy as one in which the learner is 'trained' to think, perform and act like a professional. The outcome he argued, would be that through the implicit structure of the pedagogical approach, learners would gain the valued dispositions for that profession. From this data it can be seen quite clearly that the vocational staff involved in teaching students today do use signature pedagogies in their day-to-day teaching, both in theory and practical sessions. The repeated reference to Health and Safety in working with gas was reinforcing the moral judgements that a professional must exercise at all times, the implicit structure that Shulman claims is part of signature pedagogy. Similarly, reference to the 'pace of hairdressing' shows how the trained professional must act and perform when working on real clients.

In terms of cultivating the habits of mind, heart and hand, there is evidence that the teachers were developing these by role modelling as seen in hairdressing, learning from mistakes as seen in the practical construction class and reinforcement of the 'rules of equation' seen in engineering. Unfortunately, the EHom that Lucas and Hanson [5] refer to was not really seen in the data, this is intended to be further research within this particular vocational area in the future.
