02 SES 04 B, Transitions: Vocational Teacher and Trainer Development in Times of Change
New vocational teachers cross a boundary when they move from one occupation to a job as teacher. A vocational teacher already has an education when he becomes a teacher. He also has several years of work experience. In Denmark, the educational background is related to the type of vocational school where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four years. The article analyses identity changes during the pedagogical course and discusses the changes in relation to professionalism. This change is seen in the light of lifelong learning and the fact that teachers at vocational colleges in Europe are assumed to improve the image of the vocational educations, reduce dropout rates and increase the supply of labor. The theoretical framework is identity theories.
AVIS, J. and BATHMAKER, A., 2006. From trainee to FE lecturer: trials and tribulations. Journal of Vocational Education & Training, 58(2), pp. 171-189. BARBOUR, R.S., 2007. Doing focus groups. Los Angeles, Calif.; London: SAGE. CEDEFOP, 2015. Stronger VET for better lives: Cedefop´s monitoring report on vocational education and training policies 2010-2014. Luxembourg: Publication Office of the European Union.: Cedefop. FEJES, A. and KÖPSÉN, S., 2014. Vocational teachers’ identity formation through boundary crossing. Journal of Education and Work, 27(3), pp. 265-283. FLYVBJERG, B., 2010. Fem misforståelser om casestudiet. In: S. BRINKMANN and L. TANGGAARD, eds, Kvalitative metoder : en grundbog. Kbh.: Hans Reitzel, pp. 463-488. (Five misunderstandings about case-study research) HEGGEN, K., 2008. Profesjon og identitet. In: A. MOLANDER and L.I. TERUM, eds, Profesjonsstudier. Oslo: Universitetsforlaget, pp. 321 - 332. (Profession and identity)
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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