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Reformation of VET and demands on teachers’ subject knowledge: Swedish vocational teachers’ recurrent participation in a national CPD initiative
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
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
2015 (English)In: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been o ered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary- crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article speci cally investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors in uencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the in uence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 

Place, publisher, year, edition, pages
Routledge, 2015.
Keyword [en]
Vocational teachers; continuing professional development; dual professionalism; sociocultural theory; vocational subject
National Category
URN: urn:nbn:se:liu:diva-123503DOI: 10.1080/13639080.2015.1119259OAI: diva2:885907
Teachers’ development of subject knowledge – a study of vocational teachers’ competence development in their vocational subjects
Swedish Research Council, 2013-2378
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2016-01-07

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Köpsén, SusanneAndersson, Per
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