This study examined training instructor’s approach with regard to interaction in vo-
cational education by observing boat training practice sessions in seafarer’s education.
The discourse structure in the practice was defined using a rank scale model. The
results were as follows: (1) as students acquired operation skills, the instructor used
silence follow up (or “no follow up”) and increased their real vocational interactions;
and (2) four patterns of the instructor’s approach that differed from those defined in the
model were “jest”, “tease”, “reprimand/admonish”, and “general follow-up”. Overall,
the findings suggest that these approaches by the instructor may be encouragements
that students can form vocational identities.