There have been many changes in the field of vocational education in Estonia. The state-wide reorganisation of vocational education in the independent Estonia began in 1998 when the Vocational Educational Institutions Act was adopted and the conceptual approaches to vocational education were approved. Vocational education has been promoted and its image has been improved in society through the improvement of its quality and transparency and by making it more current and accessible to everyone who is interested. As a result, the vocational qualification system, standards of vocational education and national curricula have been developed, new forms of vocational education have been introduced, study environments have been modernised, cooperation between vocational educational institutions and companies has been improved and more flexible forms of study have been applied (including workplace-based study and e-learning). (Eesti kutseharidussüsteemi arengukava aastateks, 2001-2004, 2001; 2005-2008, 2005; 2009 – 2013, 2009; Kutseõppeasutuse seadus, 2013). Increasing the student-centeredness and variety in the target group of vocational education has also been a main focus point (Estonian Lifelong Learning Strategy 2020, 2013). Changes in the student body entail many challenges, which demand new pedagogical approaches and new competencies from VET teachers. Internationalisation is also a serious challenge for VET teachers, demanding language skills, knowledge of requirements related to their professionality in other countries, as well as intercultural communication skills (Volmari, Helakorpi, Frimodt, 2009).

It can be concluded from this brief overview that the many changes in vocational education have affected its several levels, from national regulations to the practical work of each VET teacher.

At the centre of the changes in vocational education stands the VET teacher who is seen as the key person in executing the changes, solving problems and reaching the objectives set (Trends in VET policy in Europe 2010–12, 2012; Singh, 2011). Thus, it can be presumed that the work of VET teachers has become more complex because the requirements and expectations of them have increased and this demands new/different skills from VET teachers in order to get the job done. The focus of this study is on how VET teachers themselves perceive the changes in their work life and professionality, and how they cope with the changes.

Theoretical framework

To solve the research question, the authors opened the concept of professionality in the context of VET teachers. Discussions and studies regarding professionalism (incl. profession), professionality and professionalization, especially in the context of teaching, have constantly been central, because wider changes in society have altered the meanings of these terms (Ruler, 2005; Loogma, 2014; Noordegraaf, 2007; Evans, 2008; Evetts, 2009; Clow, 2001). Professionalism and “professionality” have been distinguished in the professional lives of teachers (Hoyle, 1975, references by Loogma, 2013). According to this distinction, the professionalism of a teacher is a sociological concept, which is related to the position of the teacher in society. “Professionality”, on the other hand, is related to the elements of a teacher's work, such as knowledge, skills and procedures that the teacher applies in practice. (Loogma, 2013) The “professionality” of a VET teacher is changing constantly, which may imply the emergence of new perspectives and tasks primarily from factors affecting the work, experience, organisation, etc., or from accepting them. This study focuses on the personal aspects of “professionality” of VET teachers which they themselves perceive to be relevant in terms of coping with daily work and being a professional VET teacher.

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