Previous studies focusing on change in vocational education have shown that collaboration shapes the professionality of vocational teachers (VTs) and helps them better adapt to change. The most collaborative VTs also use more learner-centred teaching practices. However, this raises the question of which teaching practices VTs implemented for online learning in the state of emergency and how these related to collaboration with colleagues. Based on quantitative data, the K-means cluster analysis was used, and three clusters of VTs were identified according to their teaching practices, which were described on the basis of forms of collaboration. The teachers of the second cluster used a variety of innovative teaching practices to support students and participated more in collaborative planning and teaching, and also provided feedback as well as collaborating more with their colleagues.

以往关注职业教育变革的研究表明，协作塑造了职业教师（VT）的专业性，并帮助他们更好地适应变革。最具协作性的 VT 还采用更多以学习者为中心的教学实践。然而，这就提出了一个问题：在紧急状态下，VT 为在线学习实施了哪些教学实践，以及这些实践与同事的协作有何关系。基于定量数据，采用K-means聚类分析，根据VT的教学实践识别出三类VT，并根据协作形式进行描述。第二集群的教师采用各种创新的教学实践来支持学生，更多地参与协作规划和教学，并提供反馈并与同事更多地合作。