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Continuing professional development of vocational teachers: Participation in a national initiative in Sweden
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)ORCID iD: 0000-0003-1194-9708
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
2014 (English)Conference paper, Presentation (Other academic)
Abstract [en]

This study concerns the continuing professional development (CPD) of vocational teachers, with a particular focus on professional development within their vocational subject areas. The theoretical departure are socio-cultural theory of identity formation focusing the boundary-crossing between different communities of practice, and theory of adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. The subject knowledge of the vocational teacher is normally based on vocational education and work-life experience, which means specific conditions as compared to other groups of teachers. Changes in working life poses new demands of vocational teachers’ competence in their subject knowledge at the same time as there are demands of strengthening the quality of vocational education. The knowledge and skills related to the vocational subject in school are situated in a specific community of practice, that is, a vocational practice. In so, to be knowledgeable to teach the vocational subject requires the teacher to have a vocational identity related the specific vocational subject, and to have the knowledge and skills of the contemporary main tasks of the vocational practice. It has been shown that boundary crossings between the vocational practices and the practice of school are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity and that there are various conditions/barriers for such boundary crossings. In this paper we are analysing the participation among Swedish vocational teachers in a national initiative targeting vocational teachers and their professional development within the vocational subjects. The analysis is based on statistical data on participation in this initiative. The findings are discussed in terms of varying opportunities of participation and boundary crossing in and between different communities of practice, and consequences for the development of teachers’ professional identity. The opportunities of participation could be influenced by for example institutional and situational factors.

Place, publisher, year, edition, pages
Keyword [en]
vocational teachers, continuing professional development, vocational subject, vocational knowledge
National Category
URN: urn:nbn:se:liu:diva-107475OAI: diva2:724296
NORDYRK-konferansen 2014, Høgskolen i Oslo og Akershus, 11-13 juni 2014
Lärares utveckling av ämneskunskap - en studie av yrkeslärares kompetensutveckling inom yrkesämnen
Swedish Research Council, 2013-2378
Available from: 2014-06-12 Created: 2014-06-12 Last updated: 2014-08-05

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Andersson, PerKöpsén, Susanne
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Education and Adult LearningFaculty of Educational Sciences

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