Continuing professional development of vocational teachers: participation in a Swedish national initiative

Andersson, Per; Köpsén, Susanne

doi:10.1186/s40461-015-0019-3

Cited by 73 publications

(86 citation statements)

References 16 publications

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“…The prior studies of CPD among Swedish vocational teachers showed that teachers from highly populated municipalities were overrepresented among participants in a national initiative (Andersson and Köpsén 2015), and that the geographical dimension was the strongest predictor for recurrent participation (Köpsén and Andersson 2017). In the present analysis, there is a negative influence on doing development projects among teachers from highly populated municipalities.…”

Section: Different Institutional Conditions Depending On Local Practimentioning

confidence: 45%

“…It should be noted that the significantly lower participation rates concerning Work and Industry Arrangements among technology teachers reflect findings from Andersson and Köpsén (2015), who identified the same pattern in a targeted national initiative. There seem to be factors in the technology area that influence teachers' opportunities for these types of CPD.…”

Section: Cpd Activities As Boundary Crossingmentioning

confidence: 83%

“…Swedish VET is organised into 12 national three-year programmes, mainly school-based, though an alternative pathway of apprenticeship complements the ordinary 15 weeks of students' placements in working life. VET was reformed in 2011 and the current goals emphasise The first step of this project was an investigation of a new national initiative of CPD for vocational teachers, which provides them with the opportunity to participate in the >occupational community of practice of their teaching subject for some weeks, or in other, short industry arrangements (Andersson and Köpsén 2015;Köpsén and Andersson 2017). The results of the study indicated that vocational area and the geographical region in which the VET teachers are employed are conditions that influence the VET teachers' participation.…”

Section: Vocational Teachers' Continuing Professional Development In mentioning

confidence: 99%

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Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Andersson

Köpsén

2017

Vocations and Learning

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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.

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Section: Different Institutional Conditions Depending On Local Practimentioning

confidence: 45%

Section: Cpd Activities As Boundary Crossingmentioning

confidence: 83%

Section: Vocational Teachers' Continuing Professional Development In mentioning

confidence: 99%

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Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Andersson

Köpsén

2017

Vocations and Learning

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“…(V. Lindberg, 2003, s. 18-21) Under de år som har förflutit sedan V. Lindberg gjorde sin forskningsgenomgång kan ett nytt område skönjas ha etablerat sig inom den svenska yrkesutbildningsforskningen, som inriktar sig på yrkeslärares kompetens (se t.ex. Andersson & Köpsén, 2015;Asghari, 2014;Berner, 2010;Fejes & Köpsén, 2014;Köpsén, 2014c). Det har under de senaste åren även gjorts en hel del svenska studier där yrkesutbildning studeras på mikronivå (t.ex.…”

Section: Yrkesdidaktik Som Forskningsfältunclassified

Inget klöver utan matematik : En studie av matematik i yrkesutbildning och yrkesliv

Muhrman¹

2016

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“…Vocational education is designed to develop the learners' competence to become productive workers. Vocational education also emphasizes the experience of empirical practices, which is carried out in schools and the world of work [1]. The world of work requires highly skilled, flexible, adaptable and cooperative vocational graduates to accurately identify and solve problems, and have practical experience in the world of work ⦋2⦌.…”

Section: Introductionmentioning

confidence: 99%

Is the Implementation of the New Vocational High School Curriculum Better than the Implementation of the Previous Curriculum?

Supriyadi¹,

Hatmojo²,

Surwi³

2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

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Abstract-The objective of this study was to determine how K-13 of Vocational High School was implemented, and how far this new curriculum implementation was better than the previous curriculum. The research respondents were Vocational High School teachers in the Special Province of Yogyakarta Indonesia. The data collection techniques used questionnaires, interviews, and observations. The results of the data analysis showed that in general, the implementation of K-13 in Vocational High Schools was not conducted appropriately, and did not achieve the desired results. K-13 framework and contents did not fully aligned with the schools' goals, the requirements of the world of work, and the needs of the community. The supporting facilities, human resources, the process of learning and assessment, and the management of the curriculum implementation were not organized properly thus the expected results of the new curriculum implementation was not optimally achieved. The implementation of the new curriculum was not better than the previous one, both from the aspect of supporting resources, the implementation process, and the achievement

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Continuing professional development of vocational teachers: participation in a Swedish national initiative

Cited by 73 publications

References 16 publications

Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Maintaining Competence in the Initial Occupation: Activities among Vocational Teachers

Inget klöver utan matematik : En studie av matematik i yrkesutbildning och yrkesliv

Is the Implementation of the New Vocational High School Curriculum Better than the Implementation of the Previous Curriculum?

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