In this article we are focusing on students who have a vocational background and want to become teachers in their field. The University of Nordland has for many years offered the Education for Vocational Teachers (in Norwegian: Praktisk pedagogisk utdanning, PPU). Previously the study was based on part times studies, but for more than three years ago it was converted into a web-and practice-based education. The program is 60 ECTS taught over two years, and students come from all over the country.

The study is divided into two areas, 30 ECTS Pedagogy and 30 ECTS Vocational Didactics. Within the course pedagogy, students work digitally with various monthly tasks. We want to facilitate learning through reflection on both the students own learning and the professional development. Working methods vary between written assignments, online tests, video conferences, Internet forums (Fronter) and more. This article will focus on a new entrepreneurial way of working (Snoen & Waale, 2011), and the use of storytelling as a tool in an academic context. From our experience with this pedagogical concept, we have formulated the following research question:

How can digital storytelling as a tool for reflection develop professional competence for students with a vocational background?

One of the assignments in the study includes the following text:

Choose a profession – as a teacher or another job you have had earlier. Describe the socialization to the profession and your practicing of it. Use terminology from lectures and the literature on socialization, identity and professional identity in your presentation.

In this assignment, students will familiarize themselves with the theme of professional socialization and identity. In addition to their own experinces the student will use numerous online lectures and literature as a resorce.

The key concepts in our theory in this article, is professional development and competence. Students will reflect the connection between the educational concepts and practical teaching (Ødegaard, 2003). This reflection process involves, according to Illeris (2000), processing old and developing new ways of comprehension.

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