Abstract
Technology students need strong vocational education that supports both cognitive and career devel-opment in order to be adequately prepared for highly qualified jobs. The professional identity and underlying I-positions of teachers largely determine whether the quality of teaching meets these re-quirements. In an in-depth study we explored the professional identity of teachers working in tech-nical VET. Bumpy moments as indicated by eleven teachers were discussed and analysed both quali-tatively and quantitatively. The results show that teachers largely identified bumpy moments relating to their pedagogical content knowledge. Most teachers in the technical domain predominantly re-flected an I-position as being a professional expert. We conclude that the dominant focus on peda-gogical content knowledge legitimises professionalisation in favour of cognitive development and the career development of youngsters. By incorporating dialogue derived from the flower model can help teachers to better understand their professional identity, determining the quality of vocational education.
Highlights
Qualified employees are increasingly in demand within the technical industry all over the world
A total of fifty-one bumpy moments were reported: Training Institute (TTI) teachers noted six bumpy moments, and fifteen by the three teachers teaching any other level of vocational education and training
In order to provide an in-depth picture of the bumpy moments as expressed by the participants, part of an interview is shown in Example of a bumpy moment (T2)
Summary
Qualified employees are increasingly in demand within the technical industry all over the world. In order to keep up to date with technical developments across the industry an alternative method of training and education within the technology curriculum is required (SBB, 2019). Based on the principles of the safety domain training demands the development of mental resilience, the development of a professional attitude or continuous training of professional skills, it needs continuous development in the field of Technology (SBB). Social skills and assessment skills are increasingly important in combination with upto-date knowledge about technical systems (Techniekpact, 2020; Fouarge et al, 2017; Virtanen & Tynjala, 2019) to be able to respond adequately to technological developments. Requirements are continuously changing and irrevocably involves the role of technical teachers and teacher trainers in Vocational Education training in Technology (VET)
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