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VET Teachers’ Continuing Professional Development: participation, momentum and perceived results
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)
2015 (English)Conference paper, Presentation (Other academic)
Abstract [en]

This study concerns the continuing professional development (CPD) of vocational teachers and recognizes the dual professionalism of vocational teachers as having a particular focus on the professional development related to the teachers’ vocational subject areas. The study takes place in Sweden, in VET on upper secondary level. Swedish vocational teachers normally work full-time and spend most of their days at school, and how they meet the demands of contemporary vocational competence differ. They have varying opportunities and options for CPD, and this study explores to what extent and how the vocational teachers cross boundaries between school and other communities of practice to take part in various types of CPD. The vocational teachers’ perceived results of the CPD, as well as momentum for participation are also investigated. The analysis is based on survey data on vocational teachers’ participation in CPD activities and draws on a socio-cultural perspective on practices, identity and learning, and theory concerning adults’ participation in education and barriers towards this.

Place, publisher, year, edition, pages
2015.
Keyword [en]
participation, identity, community of practice, boundary crossing, dual professionalism
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-119167OAI: oai:DiVA.org:liu-119167DiVA: diva2:819537
Conference
NORDYRK 2015, Haaga-Helia yrkeshögskola, Helsingfors, 10-12 juni 2015
Projects
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Funder
Swedish Research Council, 2013-2378
Note

This is a slightly revised version of a paper previously presented at: Vocational Education & Training: Emerging Issues? VOICES FROM RESEARCH. IV International Conference & Research Workshop, Stockholm, May 11–12, 2015.

Available from: 2015-06-10 Created: 2015-06-10 Last updated: 2015-06-29

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Andersson, PerKöpsén, Susanne
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