General Description

The world of work is continuously changing. Tynjälä & Gijbels (2012) describe that “we are confronted with an exponential increase in information, with growing need for innovation, skills, and knowledge”. The profession of a VET teacher is facing various challenges created by the general public, the world of work, and political decision-makers, for example (Misra 2011). This presentation focuses on two essential issues: 1) mobility and 2) skill requirements.

The mobility can be considered as an intraprofessional or a transprofessional process (Jokinen et al. 2013). The intraprofessional mobility refers to changing jobs but staying in the field of education, whereas the transprofessional mobility refers to moving from one occupational field to another. There are many lifelong related factors that are behind undertaking the profession of a vocational teacher, such as one’s own vocational training, previous work experience (Hitlin & Elder 2007), or certain turning points in one’s career (Wethington, Kessler & Pixley 2004). In addition, careers are affected by a person’s own interests and cravings, the labour market, and social support (Fernandez, Fouquereau & Heppner 2008; Evans, Behrens & Kaluza 2000). Factors or elements related to mobility are considered here from a sociological and a psychological point of view. Sociologically, the VET teacher mobility can be seen as a part of one’s life course that is based on history, social structures, and institutions, as well as on living in a particular social context. Psychologically, the focus is on an individual’s own experience, adaptation, motivation, and development. (Schoon & Silbereisen 2009.)

In the presentation, the skill requirements will be considered from the current and future perspectives. A teacher’s work is continuous intellectual, social, and emotional interaction with students and colleagues, as well as with the society. In a society where information is changing rapidly, teachers are expected to be ethically aware pedagogical experts (Välijärvi 2006). VET teachers work in a variety of circumstances and environments. As the society changes, the teachers are required to live under a continuous change, too. A VET teacher’s work is demanding and requires a continuing professional development (Parsons et al. 2009). Furthermore, the competencies that are needed are extensive. Teachers have to keep up-to-date with their particular subject-matter content and develop their pedagogical skills (Lloyd & Payne 2012). Thus, VET teachers should have more opportunities to upgrade and expand their expertise on their own terms both in the working life and in further studies.

VET teachers were identified as a target group which requires an urgent action at the national and EU level regarding their continuing competence development. Today, VET teachers should be able to act as mentors, guide and council students, take care of administrative work, design curricula, and cooperate with other colleagues as well as with working life. (Misra 2011.) This presentation is based on the project Mobility of Pedagogical Expertise in Finland. The survey of the project dealt with the grounds for choosing the teaching profession, the mobility within the field, leaving the field, and general commitment. It also investigated the underlying factors for professional engagement and mobility, as well as the constantly changing competence needs pertaining to the teaching profession. (Jokinen et al. 2013.)

One of the essential questions of the project was how to consolidate the competent teachers’ attachment and commitment to their profession. This presentation concentrates on the following research questions:

1) What kind of VET teacher mobility is there in Finland?

2) What are the main reasons for VET teachers to consider staying with the profession or leaving it?

3) What kind of skill requirements are there for VET teachers now and in the future?

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