Identity formation among vocational teachers: A sociocultural approach
2011 (English)In: Paper presented at the conference of the ESREA research network on working life and learning research, 2011, 1-15 p.Conference paper (Other academic)
Vocational teachers’ prior occupational experience is construed as that which will guarantee high-quality vocational education, at the same time as they are no longer required to have formal teaching qualifications in order to be employed as teachers in Sweden. This raises the issue of vocational teacher’s preparedness to teach their vocational subject. Drawing on a socio-cultural understanding of identity, and based on twenty semi-structured interviews with vocational teachers in different subject areas, this articles deals with vocational teacher’s identity formation through boundary crossing between the community of practice of the prior occupation, the occupation as a teacher and the community of teacher training. The analysis illustrates how teachers who manage to balance a teacher identity with an occupational identity by keeping their participation across the different communities seem to be those who are best prepared to teach their vocational subject. As many of those we interviewed do not manage to keep such a balance, we argue for the need of in-service training for vocational teachers so that they are able to keep up to date and continue to participate in the community of their former occupation.
Place, publisher, year, edition, pages
2011. 1-15 p.
IdentifiersURN: urn:nbn:se:liu:diva-72203OAI: oai:DiVA.org:liu-72203DiVA: diva2:458260