When individuals start working as vocational teachers, they cross the boundaries between their previous professions and their teaching jobs and they are constantly transferring competences from one context to another. Teachers that have completed teacher training also bring with them knowledge and experience from their teacher education.

In this context this study has explored vocational teachers’ competence through their own perceptions and through the school principals’ perspective. What does it mean to be a competent vocational teacher? Which are the most important competences for a “good” vocational teacher? And, finally, why are these competences important?

–Answering these questions can offer a more complete picture of the competence vocational teachers need in order to provide quality education. This knowledge can contribute in the improvement of vocational teacher training programs and of in-service training for vocational teachers, says Sofia Antera.

Findings

Balancing two different competences

Vocational teachers are expected to find a balance between their vocational and teacher competence, as both are needed. What they focus on depends on how they understand the purpose of Vocational Education and Training (VET). If they perceive it as purely technical education, they tend to develop their vocational competence, their craftsman side. If they perceive VET as aiming to the development of both citizens and occupation professionals, they tend to focus more on developing their teaching competence.

Challenges

Vocational teachers are asked to provide individualised learning opportunities, while at the same time their students have a wide variety of (learning) needs. This combination seems to be the biggest challenge for teachers, also due to lack of financial resources and time.

Importance of teaching competence

Teaching competence has a high use value for vocational teachers due to its relevance with their everyday work. However, it has low exchange value as it is not formally required for teachers’ employment. Conversely, occupational competence has high exchange value, as it is required for recruitment.

To increase the value of teaching competence, the state needs to support opportunities for teacher training and in-service training further. This can motivate teachers to get their teaching qualifications. In the same line of thought, to raise the status of teaching qualification, all the conditions needed for teachers to purse it should be in place. Another approach that research should investigate further is offering teacher training modules in the schools, as part of teacher professional development.

School principal’s role

Finally, despite having a key role in recruiting teachers, according to vocational teachers, school principals often have limited knowledge about the needs of vocational programs and vocational students. School principals need a better insight in VET programs in order to be able to make more informed decisions about vocational teacher recruitment and development.

Sofia Antera has a background in education with a bachelor´s from Aristotle University and a master´s and doctorate degree from Stockholm University. Her research interest include Vocational Education and Training   (VET), teachers´ professional development, adult learning and migration.

Contact

Sofia Antera

Link to thesis

Vocational Teachers’ Professional Competence at the Intersection of Two Regimes of Competence: The case of Sweden