**6. Findings**

**Table 1** shows the thirteen sessions observed with a breakdown of theory or practical. The comments in column two have been extracted from the full observation feedback as they show aspects of signature pedagogy. Column three shows the analysis of the comment in the light of Shulman's [1] dimensions of signature pedagogy, these being surface/deep/implicit. All lessons observed showed deep or implicit dimensions of signature pedagogy in practice, these being references to specific professional learning or moral or value judgements.



#### **Table 1.**

*To show the observation data analysed in terms of the way that vocational teachers use signature pedagogies in practice.*

#### **7. Discussion**

Interestingly the strongest lessons showing aspects of an implicit structure for a signature pedagogy came from the plumbing and construction teams. This was seen as implicit due to the references concerning health and safety and craftmanship. There were three lessons observed in this department, two theory-based lessons and one practical. Clearly the issue of dealing with a potential gas hazard can be considered as a moral judgement as did the comment made about being a master craftsman. In these instances, the teachers were drawing on their own experience as master craftsman to highlight the professional aspects of their trades. The comment regarding a 'hairdressing pace' was seen in a practical session in which the teacher was getting the learners to work at a pace appropriate to a real hairdressing salon even though they were still training. A point worth making here is that both gas and hairdressing involve working directly with customers and that in both health and safety is vital to a professional approach.

The lessons which were deemed to show deep structures rather than implicit ones were because they did not touch on the moral aspects of the craft but rather were aspects of specific knowledge relating to that subject. Here there were several references to the real world of work and being a professional. Here as well the teachers were modelling good practice as in for example, the hairdressing teacher who was demonstrating techniques in a professional way so as to enable students to observe a professional person in action. This resonates with Claxton's [6] ideas of habits of mind where teamworking, creativity and communication are important skills required for that profession.

To some degree it can be argued that in Engineering there were elements of habits of mind as the reference to the need for 'equation' does highlight the need for students in this discipline to be able to visualise or 'move from abstract to concrete' as Lucas and Hanson [5] indicate as being an EHoM for this subject. Finally, it is clear from all the observations undertaken that there were deep structures of teachers using signature pedagogies as part of professional vocational learning.
