These two forms of knowledge – pedagogic and occupational – may be applied through the processes of recontextualization (Bernstein 1996; van Oers 1998; Barnett 2006, Evans et al. 2010, Loo 2012, 2014). The knowledge forms can be changed through selecting, relocating and refocusing aspects when used in another setting. In particular, the recontextualization processes regarding content (relating to specifications of a programme), pedagogic (relating to teaching activities), occupational (relating to working activities), and work (relating to the systems and processes that are specific to a workplace or organisation). From the initial teaching and occupational dimensions, the final modified know-how of Occupational Pedagogic Knowledge or Occupational Teachers' Capacities is formed via content recontextualization, pedagogic recontextualization, occupational recontextualization, and integrated applied recontextualization (IAR). There are also relevant concepts that offer insights to the application of teaching and occupational know-how. These include knowledgeable practice (Evans 2016), practice architecture (Kemmis and Green 2013), and Systems 1 and 2 (Kahneman 2012). For a detailed description of the theoretical framework, please refer to Chapter 4 in Teachers and Teaching in Vocational and Professional Education (Loo, 2018). The conceptual framework of the occupational pedagogy of teachers is illustrated on page 50 (Loo 2018).
tHESE two formS oF knowledge – peDagOGIc and oCcUpatIonal – may Be aPplIEd tHrOuGh tHe proCesSes oF rEcOntexTuaLIzatioN (bernstEiN 1996; van oers 1998; bArnett 2006, evanS et al. 2010, loO 2012, 2014). THE knowleDGe forms can be chaNGeD through selecTinG, relocaTIng and REFOcusing asPectS when used in anoTher sETtInG. in paRtiCulaR, tHe reContextuaLIzatiOn proCeSses rEGArding CoNtEnT (relating To sPEcIFicaTions of A prOgRamme), PEDagoGIc (RelatinG to teachIng activItiEs), OcCupatIonaL (relatINg TO WOrkIng aCtivITies), And wOrk (rElatIng To thE sYStemS and ProcEsSes THat arE sPEciFic tO a Workplace or oRganisatIon). FrOm tHE INItiAL TeaChinG anD OccuPATIonal dIMENsIOnS, the finaL moDifIed KnOw-hOw Of ocCupaTioNaL PedagOGic KnOwledge or occupaTional teAcHERs' capAcities iS fORmED Via Content recontextualIzaTion, pedagogic recOntextUalizatiOn, OCcupAtIonAl recONtExtuAlIzATion, and InTEgRatEd applIEd recoNTeXtualizatioN (iar). thEre are AlsO rElEvaNt cOncePtS that OfFEr InsIghTs to THE APPLication of TeaChiNG And OccupaTional knOW-hOw. TheSe include knOWleDGeabLe pracTiCE (evans 2016), pRactice ArChiTecTuRe (kemMis aND green 2013), And sYsTems 1 aNd 2 (KahnEmaN 2012). FoR a DeTAiLeD description OF The theoreTical FrAmEworK, pLEaSe Refer to chapTer 4 IN tEaCHeRS aNd TeachINg In vocatIOnal ANd proFESsIonAL eDUcATION (Loo, 2018). thE concEptuAl fRAmework oF the OCcUpational Pedagogy of tEAcheRS iS illuStrateD oN PAgE 50 (loo 2018).