Continuing professional development of Swedish vocational teachers: Recurrent participation in CPD
2015 (English)Conference paper, Abstract (Other academic)
This study concerns the continuing professional development (CPD) of vocational teachers, within their vocational subject areas with a particular focus on recurrent participation.
The study draws on a socio-cultural perspective on practice, identity and learning. Fundamental here is the situated character of knowledge, where to be knowledgeable means having developed an identity for full membership and participation in a specific community of practice. Hence, the knowledge and skills related to the vocational subject in school are situated in a specific community of practice, a vocational practice. We will investigate the boundary crossings between vocational practices and the practice of school, which are crucial for vocational teachers to maintain and develop their vocational/professional knowledge and identity. As different vocational subjects relate to different vocational practices it is presumed there are various conditions for boundary crossings and teachers’ CPD.
Furthermore, the study is related to research and theory concerning adults’ participation in education, which is relevant when it comes to conditions for learning and identity formation among vocational teachers. A hypothesis is that situational and institutional factors as well as individual dispositions could influence teachers’ participation in CPD.
In this paper we are analysing the participation among vocational teachers in a Swedish national initiative that targets them and their professional development within the vocational subjects. This initiative gives teachers the opportunity to participate in the vocational, work-life community of practice of their teaching subject for at least two weeks, as well as in other activities related to this work-life community of practice. The analysis is based on register data on participation in this initiative. A particular focus is the pattern of individual continuing participation, i.e., recurrent participation. The register data covers four semesters with the opportunity to participate one or more times during these two years. The results will be 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 factors (e.g. public/private schools, vocational areas) and situational factors (life situation could depend on e.g. age, sex, geographical location).
Place, publisher, year, edition, pages
vocational teacher, vocational subject, continuing professional development, participation, community of practice, boundary crossing
IdentifiersURN: urn:nbn:se:liu:diva-114893OAI: oai:DiVA.org:liu-114893DiVA: diva2:792916
43rd Congress of the Nordic Educational Research Association, Gothenburg 4-6 March 2015
ProjectsTeachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
FunderSwedish Research Council, 2013-2378