The field of vocational teacher education is characterised by great diversity in models, teaching profiles and recruitment patterns across nations (Grollmann, 2008). Despite the differences, there seem to be some common activities or work tasks across nations vocational teacher education should prepare for (Grollmann, 2008; Volmari et al., 2009). These could also be described in terms of the output of teacher education. For example, planning and facilitating learning, supporting learners, assessment and networking are common activities identified in a competency framework for vocational teachers in Europe (Volmari et al., 2009). However, little is known about the outcomes of vocational teacher education in terms of the competence vocational teachers develop during teacher education (CEDEFOP, 2009; Hiim, 2020). Studies from Denmark and Australia have found that qualifications in VET pedagogy improved teaching approaches, teacher confidence and the ability to support diverse learners (Duch & Andreasen, 2017; Smith, 2019). Orr (2019) indicates that holding a teacher qualification is often associated with positive effects on VET teaching. Adresseing this identified research gap, this paper presentation reports on a Norwegian survey study that examines candidates’ perceptions of how vocational teacher education prepared them for work in upper secondary schools. Two different pathways for qualifying vocational teachers are included, a one-year postgraduate programme in education and a three-year bachelor programme. The research question of the paper presentation is: What perceptions do vocational teachers have of the professional competence they developed during vocational teacher education?

The theoretical framework for the study is in line with an understanding of professional competence as a complex, multidimensional and dynamic concept that includes knowledge, skills and attitudes needed to successfully master task or meet challenges in specific work-related situations (Antera, 2021; Wesselink, 2010). Over the past decades, researchers have conceptualised what teachers should know and do, i.e. the knowledge base of teacher education, in different models or standards (e.g. Darling-Hammond & Bransford, 2005; Redmond, 2017; Shulman, 1987). In this study, I apply a framework with five dimensions of teacher competence used in an instrument to measure self-assessment of teacher preparation in general teacher education (Darling-Hammond, 2006). One reason for this choice was that few studies have explored the knowledge base for VET teachers specifically (Robertson, 2008). The dimensions include (1) design curriculum and instruction, (2) support diverse learners, (3) assess to guide learning, (4) create a productive learning environment, and (5) develop professionally. A sixth dimension was added to the instrument that covered (6) connecting learning to working life. The dimensions focus on mastering professional tasks and job functions of the teaching profession. This means that the theoretical framework is structured in a task-based way and not according to the formal structure representing subjects or courses in teacher education. 

The items of the instrument were adapted to the context of vocational teacher education in Norway. Learning outcomes in the national curriculum regulation and the national guidelines of the two different teacher education programmes included in the study, were crossed-checked to guide the adaption and developmental process of items. To secure content validity, a group of experienced teachers were invited to discuss the items and a pilot test was conducted among bachelor and postgraduate students (n = 200) (see Lyckander, 2021, for more details on the validation process of the instrument). A seven-point response scale (1 = very badly prepared, 7 = very well prepared) was used as a measurement level of preparedness, and respondents were asked to rate how well teacher education prepared them for various work tasks as vocational teachers. By the end of the process, the questionnaire consisted of 29 items, the same number of items as in the original instrument. Cross-sectional survey data were collected from vocational teacher graduates at two Norwegian universities (Oslo Metropolitan University and the Norwegian University of Science and Technology). The universities provided e-mail addresses from their student databases for graduates from the years of 2014–2019 (i.e. six years). The initial sample consisted of 1,881 graduates (958 postgraduate and 923 bachelor graduates). In the spring of 2020, the respondents received an e-mail with information and a link to the online survey. Participation was voluntary, and consent was given before starting the survey. 747 participants completed the questionnaire. The response rate was 42%. Only participants with experience as vocational teachers were included in the following analysis (n = 567, 30%). Sample bias included a higher percentage of participants from the bachelor programme (57%) compared to the initial sample (49%) and slightly more participants graduated during the last three years, from 2017–2019 (61% compared to 58%). Considered in more detail, gender distribution across the sample was equal (n = 284 female, 50%), and more than half of the participants were 50 years or older (n = 54%). To answer the research question, I use descriptive statistics with analysis of mean differences and standard deviations of the six dimensions.

Overall, the findings concerning teachers’ perceptions of the competence they developed in teacher education reflect reasonably good mean values. The results indicate that respondents perceive to be best prepared to plan and teach and to create a good learning environment. It may not be a surprise that these dimensions of vocational teachers’ competence were rated with highest average values. Teaching vocational competencies to students is considered a main responsibility of teachers (Volmari et al., 2009) and studies have highlighted the importance of classroom leadership and the relational role of teachers’ work in VET (Kemmis & Green, 2013; Köpsén, 2014). Additionally, creating good learning environments have emerged as new competencies in teacher education reforms in Norway. To develop professionally, to assess learning and to support diverse learners were rated with slightly lower average values. Surprisingly, the dimension the teachers in this study perceived teacher education had prepared them less well for, was to connect learning to working life. This dimension included items on the cooperation of local working life, on guiding students to choose a vocation and to stay up to date on changes in working life, all aspects of vocational teachers’ work that are important to securing quality teaching in VET (Hiim, 2020; Volmari et al., 2009). A major strength of this study was its large sample size. Nevertheless, some care must be taken in the interpretation of the results. The broad dimensions explored in this study are only partial representations of the competence vocational teachers need for their work in upper secondary schools. Further research could verify other important work tasks to include in the instrument. This study did not investigate teachers’ actual practice in schools. Follow-up studies could combine other methods of collecting data and investigate vocational teachers’ competence and their practice.

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