A Crisis of Trust? VET teacher professionalism in the context of standards-based reforms

Context: Trust is a pivotal factor in fostering teacher professionalism and innovation in teaching. However, there is a paucity of knowledge regarding teachers' experiences of being trusted within the context of education policy and the impact of current reform processes on teachers' professional self-understandings and subjectivities. To address this research gap, this study aims to gain deeper insights into the ways in which teacher professionalism in VET is shaped by policy mechanisms of trust and distrust. Approach: The paper presents an analysis of two datasets comprising in-depth, narrative-based qualitative interviews with vocational teachers of full-time VET in Austria and England. It draws upon Luhmann's foundational work on system trust to elucidate how policy instrumentalism has fostered a culture of dis/trust in VET, considering the consequences of standards-based reforms in the lives of teachers who are subject to them. Findings: The analysis indicates that in both contexts, the conditions for professional recognition are based on practices of documentation and subordination that narrowly define the acceptable forms of self-expression in VET institutions. As a result, a crisis of trust in the professionalism of VET teachers has emerged, which has the effect of undermining pedagogical freedom and creativity. Conclusions: The study underscores the importance of considering the phenomenon of dis/trust in vocational education and training (VET) research and practice. Regardless of the context of the respective VET system, standards-based VET reforms have comparable effects on the everyday practice and professional self-image of teachers. These reforms create a breach of trust, which reduces the room for manoeuvre in which teachers can feel safe enough to take the pedagogical risks necessary for innovation.