Reformation of VET and Demands on Teachers' Subject Knowledge--Swedish Vocational Teachers' Recurrent Participation in a National CPD Initiative

Autor/inn/en	Köpsén, S.; Andersson, P.
Titel	Reformation of VET and Demands on Teachers' Subject Knowledge--Swedish Vocational Teachers' Recurrent Participation in a National CPD Initiative
Quelle	In: Journal of Education and Work, 30 (2017) 1, S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2015.1119259
Schlagwörter	Vocational Education; Sociocultural Patterns; Foreign Countries; Faculty Development; Educational Change; Vocational Education Teachers; Teacher Competencies; Education Work Relationship; Predictor Variables; Teacher Participation; Adult Education; Gender Differences; Private Schools; Age Differences; Teacher Characteristics; Statistical Analysis; Municipalities; Comparative Analysis; Sweden + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Soziokulturelle Theorie; Ausland; Bildungsreform; Ausbilder; Lehrkunst; Prädiktor; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Geschlechterkonflikt; Private school; Privatschule; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Magistrat; Schweden
Abstract	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 offered 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 specifically investigates patterns in vocational teachers' recurrent participation, which is expected to clarify the factors influencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the influence 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01