This chapter consists of two main parts. Firstly, the support for tradespeople entering VET teaching is presented as in NZ, whereby VET educators are industry experts before they begin employment as trade teachers. As with learning a trade, trades teaching is complex and varied. The roles of trade teachers include modelling industry practice and workplace culture but also necessitate the need to ‘become a teacher’. In becoming a trade teacher, analysis of expertise attained through long and intense engagement within a specific occupation has to be undertaken. This task is often made difficult due to the embodied nature of trades work, the invisible and difficult to access and codify tacit aspects of trades practice and the variety of contexts within which trades work is constituted. The occupational identity challenges faced by tradespeople, as they enter into and continue in teaching, are summarised, and some recommendations are proposed to assist with the transition from tradesperson to teacher. © Springer Nature Singapore Pte Ltd 2020.
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