In many countries, student teachers experience a lack of coherence and integration between educational institutions and the field of practice (see e.g., Canrinus et al., 2019; Darling-Hammond, 2017). To ensure the quality of practical training and to strengthen research and development collaboration between schools and universities responsible for teacher education, several teacher education schools have been established, including between vocational secondary schools and universities offering vocational teacher education (Hiim & Sylte, 2024; Granborg & Aakernes, 2024). Vocational teacher education differs from other teacher studies in that the field of practice also includes the workforce that student teachers are preparing students for. Vocational teachers must navigate the tension between professional work and teaching, developing the competence to connect these two contrasting arenas (Fejes & Köpsen, 2014). Vocational teachers are supposed to educate students for a profession and prepare a very diverse group of students to become employees. A crucial part of a vocational teacher's competence is experience from the workforce, which must be continuously updated and developed as the workforce they are preparing students for is constantly changing (Ministry of Education and Research, 2015; Tanggaard, 2007). 

As a mandatory part of the Vocational Teacher Education (VTE), students must interview key actors in the workforce and develop empirical data on innovations in new technology and sustainability issues in their own profession or educational program. To strengthen the coherence between the workforce and educational institutions, it is important that vocational teacher educators also stay updated on industry developments. The purpose of this article is to investigate what kind of knowledge about technology, innovations, and sustainability teacher educators can develop through analyses of students' collected data. 

Relevant, vocational-based teacher education requires practice-based research (Hiim, 2016). A key point must be that the research focuses on the vocational teacher's professional knowledge. Lack of knowledge about continuous changes affects professional practice and the organization of work, highlighting the need for boundary-crossing research and collaboration between different learning arenas in professional education. The concept of program coherence is used to describe how the learning arenas of campus and pedagogical practice in vocational education and training are integrated into vocational teacher education (Granborg & Aakernes, 2024). In this project, the concept of program coherence will be applied to how the learning arena on campus and vocational practice in the workplace can be integrated into vocational teacher education. Furthermore, Akkerman and Bakker's (2011) concept of boundary crossing can be used as a theoretical framework to explore opportunities for developing knowledge across different contexts and knowledge cultures in vocational teacher education. 

The UN's Sustainable Development Goals are a common work plan to eradicate poverty, combat inequality, and stop climate change by 2030 (UN Association of Norway, 2015). The need for a 'green shift' has accelerated the development of new technology and innovations in the workforce, leading to challenges for technological education programs to stay academically updated (Zahilas, 2021; Rojewdki, 2002). Furthermore, the Norwegian White Paper 40 (Meld. St. 40) emphasizes the importance of working innovatively with technology towards a green society. The overarching part of the curriculum framework highlights the significance of innovations and technological development and their connection to sustainable development (Ministry of Education and Research, 2017). These are the themes explored in this project.

The Vocational Teacher Education (VTE) in technological subjects is a three-year bachelor's program that includes educational programs in Electrical and Computer Technology, Sales, Service and Tourism, Technology and Industrial Trades, and Building and Construction Technology. Teachers and researchers at VTE (Oslo Metropolitan University) have developed program plans and course plans in teacher education to meet the need for updated competence in vocational subjects. During the spring semesters of 2023 and 2024, VTE students in technological subjects completed a coursework requirement aimed at: "Immerse into your own profession or educational program to develop the vocational subject in line with the needs of the workforce and society nationally and internationally." The purpose of the coursework is for students to practice conducting an interview that provides both interview training and updated professional knowledge. The interview guide used by the students was developed by the research group Sustainability and Technology in Work and Learning (BTAL). Examples of questions about the topic innovation include: "What do you consider to be innovation in your industry, - How is this used in the company and how does this innovation affect professional practice?" Vocational teacher students used the "Online form-dictaphone" in their interviews. The “Online form-dictaphone" is a digital app approved for audio recording by bachelor's and master's students at Oslo Metropolitan University. The digital service automatically transcribes the interviews into a Word document. The interviews were read, anonymized, and uploaded to the database by members of the BTAL research group. The available data consists of 90 interviews. We conducted a preliminary analysis of a small sample of interviews. In the main analyses, we will perform a quality control and assess whether it is appropriate to use all interviews. A quality control of the data will reveal any misunderstandings, transcription errors, or misquoted technical terms. A weakness of the method is the bachelor's students' lack of experience as interviewers. The preliminary analysis showed that the interviews held an average satisfactory level, while some interviewers mixed categories and did not sufficiently see the opportunity to follow up answers with relevant follow-up questions. The purpose of the empirical analysis is to generate new and reliable knowledge that can contribute to the professional updating of the teaching staff at VTE. As a first step in the analysis, it is planned to conduct a reading where we mark relevant text excerpts. These will then be coded using the analysis program NVivo.

Preliminary analyses show an increasing need for more competence, training, and collaboration in the world of work. Industries are demanding more competence in new technology, sustainability, and innovation, also in the school-based part of vocational education and training. The development in technological subjects is rapidly changing, with concepts such as reuse, recycling, and donor buildings emerging through the analyses. Other examples point to measures to raise competence beyond one's own trade certificate, such as digital competence. We also see examples of the need for strengthened collaboration within one's own field, but also interdisciplinary and holistic collaboration between different industries and sectors. Across industries, there are several similarities. Technology contributes to more sustainable solutions, and there is a common view on green transition (here defined as general change in a more environmentally friendly direction). All industries aim to develop innovative solutions to promote their business. Focus on waste reduction is significant, aiming to improve the company's economy and sustainability profile. Most companies have a relationship with sustainability but have a great need for more training in the area. They see the need for collaboration with suppliers and other companies to improve their results and achieve more efficient solutions. Customer focus is a central factor influencing decisions and strategies in all industries, and the pre-analyses emphasize that all sectors are working towards reducing their CO2 footprint. The peculiarities have different challenges regarding human capital. There is a widespread fear among employees of losing their jobs due to automation and new technology. Each industry requires more specialized competence unique to their field. Many industries and companies collaborate, but competition is prominent. Preliminary analyses suggest that the project will generate new and relevant knowledge about professional practice and work organization, which is significant for vocational teacher students and educational institutions.

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