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Vocational students’ work placements as a learning opportunity for Swedish VET teachers
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences. (Vuxenpedagogik och folkbildning)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Arts and Sciences. (Vuxenpedagogik och folkbildning)ORCID iD: 0000-0003-1194-9708
2017 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

How are vocational teachers retaining their original vocational identity, which is the basis for their teaching, when they have left a position as e.g. carpenter or nurse, to become teachers? This is crucial for quality of vocational education and training (VET). A VET teacher in Sweden normally has a full-time position, in a school-based VET system. However, the system includes at least fifteen weeks of work placements, during the three-year programmes, with teachers responsible for students’ learning in school as well as in workplaces, although, students’ work-based learning is guided by individual supervisors.

We investigate the value creation and learning potentials for Swedish VET teachers in working with students’ placements. The study draws on a socio-cultural perspective on practice, learning, and identity. Therefore, we see teachers’ boundary crossings, between practices of school and workplaces, as crucial for them to maintain and develop their vocational knowledge and identity. Data has been collected in a survey distributed to 2,000 teachers (response rate 47%), and qualitative interviews with 30 teachers.

We show how VET teachers’ work with placements is valuable for opportunities to retain competent in the teaching subject, and consequently for retaining industry currency of VET. The value particularly concerns vocational networks and being informed concerning recent development, but other activities are necessary to retain practical skills.

Place, publisher, year, edition, pages
2017.
Keyword [en]
vocational teachers, continuing professional development, boundary crossings, placements, industry currency
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-137823OAI: oai:DiVA.org:liu-137823DiVA: diva2:1104044
Conference
Vocational Education & Training - Emerging Issues. VOICES FROM RESEARCH. VI International Conference & Research Workshop, Stockholm University, Stockholm. May 08-09, 2017
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Available from: 2017-05-31 Created: 2017-05-31 Last updated: 2017-06-15Bibliographically approved

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Köpsén, SusanneAndersson, Per
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf