Abstract
A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. Before 2010, the transition process was regulated by a ministerial order, but now the market has created variation in the training. The case presented here is four vocational colleges where teachers attend a teacher training course. The study is based on the documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers implement the course at vocational colleges by choosing different strategies for organizational professionalism. However, the teachers construct other learning trajectories by moving between classroom teaching and teamwork, which in the article is perceived as part of occupational professionalism. These coinciding logics might influence the transition from course to workplace.
Highlights
A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace
The article addresses what may be seen as a marketization of a teacher training course with a reform in 2010
The analytical approach is illustrated by the three points in the triangle in Figure 1: market, teachers, and managers
Summary
A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. I use the ideal types as analytical tools for my empirical study of different understandings and practices of professionalism and apply them at two levels: at the meso-level in order to analyse administratively constructed models at four colleges, and at the micro-level to analyse two teachers’ learning trajectories that deviate from the school models because the teachers participate in collegial teamwork.
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