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A Phenomenographic Study of Competence in Baking: Foundations for Learning Study

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Title: A Phenomenographic Study of Competence in Baking: Foundations for Learning Study
Language: English
Authors: Noor Amal Azirah Azlan (ORCID 0009-0006-0990-4294), Adeline Yuen Sze Goh (ORCID 0000-0002-4263-5712)
Source: International Journal for Lesson and Learning Studies. 2026 15(2):179-195.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Cooking Instruction, Competence, Apprenticeships, Foreign Countries, Career and Technical Education Teachers, Career and Technical Education, Two Year College Students, Food Service, Service Occupations
Geographic Terms: Brunei
DOI: 10.1108/IJLLS-04-2025-0113
ISSN: 2046-8253
Abstract: Purpose: The study aims to identify a hierarchy of conceptions of competence in baking that can serve as a foundation for applying learning study and improving teachers' professional development in teaching pastry and bakery modules. The study was guided by the question: Using phenomenography, what are the qualitatively different ways of experiencing competence at work among apprenticeship students, teachers and expert practitioners in baking? Design/methodology/approach: Using the interpretivist perspective, this phenomenographic study draws on semi-structured interviews with 25 participants, including apprenticeship students, teachers, and bakers or pastry chefs in Brunei Darussalam. Participants were purposefully selected to represent varied experiences, with data collected over six months. Findings: From a phenomenographic analysis of all the interview transcripts, an outcome space of four categories of competence in baking was revealed. From these, we can see that the categories represent four qualitatively different ways of experiencing competence in baking, which also reveal the students' conceptions and misconceptions of baking. This approach provides a foundational framework for structuring a learning study within pastry and bakery modules. Originality/value: By revealing how students understand baking, the study offers actionable insights for teachers. By applying variation theory and learning study, teachers can design targeted interventions to shift students' conceptions. This supports more effective teaching and enhances competence development in technical and vocational education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506266
Database: ERIC
FullText Text:
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  Data: A Phenomenographic Study of Competence in Baking: Foundations for Learning Study
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  Data: <searchLink fieldCode="AR" term="%22Noor+Amal+Azirah+Azlan%22">Noor Amal Azirah Azlan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-0990-4294">0009-0006-0990-4294</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adeline+Yuen+Sze+Goh%22">Adeline Yuen Sze Goh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4263-5712">0000-0002-4263-5712</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(2):179-195.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 17
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Cooking+Instruction%22">Cooking Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Apprenticeships%22">Apprenticeships</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education+Teachers%22">Career and Technical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+College+Students%22">Two Year College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Food+Service%22">Food Service</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Occupations%22">Service Occupations</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Brunei%22">Brunei</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1108/IJLLS-04-2025-0113
– Name: ISSN
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  Data: 2046-8253
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The study aims to identify a hierarchy of conceptions of competence in baking that can serve as a foundation for applying learning study and improving teachers' professional development in teaching pastry and bakery modules. The study was guided by the question: Using phenomenography, what are the qualitatively different ways of experiencing competence at work among apprenticeship students, teachers and expert practitioners in baking? Design/methodology/approach: Using the interpretivist perspective, this phenomenographic study draws on semi-structured interviews with 25 participants, including apprenticeship students, teachers, and bakers or pastry chefs in Brunei Darussalam. Participants were purposefully selected to represent varied experiences, with data collected over six months. Findings: From a phenomenographic analysis of all the interview transcripts, an outcome space of four categories of competence in baking was revealed. From these, we can see that the categories represent four qualitatively different ways of experiencing competence in baking, which also reveal the students' conceptions and misconceptions of baking. This approach provides a foundational framework for structuring a learning study within pastry and bakery modules. Originality/value: By revealing how students understand baking, the study offers actionable insights for teachers. By applying variation theory and learning study, teachers can design targeted interventions to shift students' conceptions. This supports more effective teaching and enhances competence development in technical and vocational education.
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  Data: EJ1506266
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RecordInfo BibRecord:
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        Value: 10.1108/IJLLS-04-2025-0113
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      – Text: English
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        PageCount: 17
        StartPage: 179
    Subjects:
      – SubjectFull: Cooking Instruction
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Apprenticeships
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Career and Technical Education Teachers
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      – SubjectFull: Career and Technical Education
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      – SubjectFull: Two Year College Students
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      – SubjectFull: Food Service
        Type: general
      – SubjectFull: Service Occupations
        Type: general
      – SubjectFull: Brunei
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      – TitleFull: A Phenomenographic Study of Competence in Baking: Foundations for Learning Study
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            NameFull: Noor Amal Azirah Azlan
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            NameFull: Adeline Yuen Sze Goh
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              Y: 2026
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