Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Abstract

Contemporary work-life changes rapidly, and vocational education and training (VET) teachers need to keep up-to-date with changing knowledge demands and technological developments. This article concerns VET teachers’ continuing professional development (CPD) related to the specific vocations for which they teach. The aim is to analyse VET teachers’ participation in various types of activities designed to make them become more knowledgeable in relation to industry currency. The study draws on a socio-cultural perspective on practice and learning. Theory concerning adults’ participation in education is also used in analysing drivers of and barriers to participation in learning activities. The analyses are based on survey data from 886 Swedish VET teachers relating to their participation in different activities, barriers/drivers concerning participation in these activities, perceived effects (outcomes) of participation in terms of professional development, and teachers’ background. Reading professional texts was the most common CPD activity among those VET teachers participating in the study. Reading, and work in the VET teacher’s former/initial occupation were the two activities where variation in performing them could be explained to the highest degree. The study particularly highlights the importance of boundary crossing between school and work-life for maintaining and developing the industrial currency of VET teachers’ competence. Active membership and engagement in the community of practice of the initial occupation is important for participation in CPD activities closely related to this community.