Under a double burden - analysing the professional and pedagogical identity of vocational teachers in an international context
Keywords:
professional identity; teacher identity; vocational teachers;
Abstract
The aim of the study is to explore the dual identity of vocational teachers: the elements of "professionalism" and "teacherhood". Both in their training and in their work as teachers/teachers, professional knowledge is a prerequisite, which also serves as the basis for their teacher qualification. This dichotomy, an area of research in the international literature, can help to describe the activities of this particular group of teachers, improve their training situation and, above all, contribute to supporting measures to overcome the shortage of teachers in vocational training, and to promote the spread of short-cycle and in-service training. The study also makes recommendations for the Hungarian system based on international examples and comparisons. Along the analysis, the characteristics of the vocational teacher group and the role of training institutions in their effective professional socialisation become clear.
References
Andersson, P., & Köpsén, S. (2015). Continuing Professional Development of Vocational Teachers: Participation in a Swedish National Initiative. Empirical Research in Vocational Education and Training, 7(7), 1–20. https://doi.org/10.1186/s40461-015-0019-3
Andersson, P., & Köpsén, S. (2019). VET teachers between school and working life: Boundary processes enabling continuing professional development. Journal of Education and Work, 32(6–7), 537–551.
Bacsa-Bán, A. (2021). Szakmai pedagógusok: Szakoktatók és mérnöktanárok a 21. század első évtizedeinek gyorsan változó világában. DUE Press.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research in teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Benedek, A., & Molnár, Gy. (2015). A műszaki és humán szakterület szakmai pedagógusképzésének és képzők hálózatának fejlesztése. In H. A. Horváth & Gy. Jakab (Eds.), A tanárképzés jövőjéről: 3. kötet (pp. 97–105). OFI.
Berner, B. (2010). Crossing Boundaries and Maintaining Differences between School and Industry: Forms of Boundary-work in Swedish Vocational Education. Journal of Education and Work, 23(1), 27–42.
Billett, S. (2011). Vocational education: Purposes, traditions, prospects. Springer.
Bound, H. (2011). Vocational education and training teacher professional development: Tensions and context. Studies in Continuing Education, 33(2), 107–119. https://doi.org/10.1080/0158037X.2011.554176
Burke, P. J., & Tully, J. C. (1977). The measurement of role identity. Social Forces, 55(4), 881–897.
Bükki, E., & Fehérvári, A. (2021). How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors. Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-020-00108-6
Cedefop. (2009). Modernising Vocational Education and Training. Fourth Report on Vocational Education and Training Research in Europe: Synthesis Report. Publications Office of the European Union.
Cedefop. (2022). Teachers and trainers in a changing world: building up competences for inclusive, green and digitalised vocational education and training (VET): synthesis report. Luxembourg: Publications Office. Cedefop research paper, No 86. http://data.europa.eu/doi/10.2801/53769
Clayton, B., & Guthrie, H. (2013). Tell me the old, old story or new messages? A half century of enquiry into VET teacher development. Paper presented at the 16th Conference of the Australian VET Research Association, Fremantle, Western Australia.
Eerola, T. (2007). Redogörelse för lärarnas arbetslivsperioder. In M. Majuri & T. Eerola (Eds.), De kunde inte tänka sig göra annat: iakttagelser kring arbetsplatshandledarutbildning, lärarnas arbetslivsperioder och inlärning i arbetet. Utbildningsstyrelsen, Helsinki.
Farnsworth, V., & Higham, J. (2012). Teachers who teach their practice: The modulation of hybridised professional teacher identities in work-related educational programmes in Canada. Journal of Education and Work, 25(4), 473–505.
Fejes, A., & Köpsén, S. (2014). Vocational teachers’ identity formation through boundary crossing. Journal of Education and Work, 27(3), 265–283. https://doi.org/10.1080/13639080.2012.742181
Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110–119.
Frisk, T. (2014). Guide for the implementation of vocational teachers’ work placement periods. The Finnish National Board of Education, Helsinki.
Fűzy, B. (2012). A tanári munka minőségének változásai. In P. Tóth & J. Duchon (Eds.), Kutatások és innovatív megoldások a szakképzésben és a szakmai tanárképzésben. II. Trefort Ágoston Szakmai Tanárképzési Konferencia. Tanulmánykötet (pp. 54–62).
Gleeson, D., & James, D. (2007). The Paradox of Professionalism in English Further Education: A TLC Project Perspective. Educational Review, 59(4), 451–467.
Grollman, Ph. (2008). The Quality of Vocational Teachers: Teacher Education, Institutional Roles, and Professional Reality. European Educational Research Journal, 7(4), 537–547.
Kemmis, R. B., & Green, A. (2013). Vocational education and training teachers’ conceptions of their pedagogy. International Journal of Training Research, 11(2), 101–121. https://doi.org/10.5172/ijtr.2013.11.2.101
Kersting, H. J. (1996). A szociális és a pedagógus szakma azonosságai és különbségei. In I. Budai, I. Somorjai, & K. Tordainé Vida (Eds.), Szociális képzés európai szinten (pp. 24–29).
Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum.
Köpsen, S., & Andersson, P. (2017). Reformation of VET and demands on teachers' subject knowledge: Swedish vocational teachers' recurrent participation in a national CPD initiative. Journal of Education and Work, 30(1), 69–83. https://doi.org/10.1080/13639080.2015.1119259
der Lander, K. (2018). Rahmenvereinbarung über die Ausbildung und Prüfung für ein Lehramt der Sekundarstufe II (berufliche Fächer) oder für die beruflichen Schulen (Lehramtstyp 5) (Beschluss der Kultusministerkonferenz vom 12.05.1995 i. d. F. vom 13.09.2018). https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/1995/1995_05_12-RV-Lehramtstyp-5.pdf
Lloyd, C., & Payne, J. (2012). Raising the quality of vocational teachers: Continuing professional development in England, Wales and Norway. Research Papers in Education, 27(1), 1–18. https://doi.org/10.1080/02671522.2010.483524
Lucas, N., & Unwin, L. (2009). Developing Teacher Expertise at Work: In-service Trainee Teachers in Colleges of Further Education in England. Journal of Further and Higher Education, 33(4), 423–433.
MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311–323.
Misra, P. K. (2011). VET Teachers in Europe: Policies, Practices, and Challenges. Journal of Vocational Education and Training, 63(1), 27–45.
OECD. (2021). Teachers and Leaders in Vocational Education and Training, OECD Reviews of Vocational Education and Training. OECD Publishing, Paris. https://doi.org/10.1787/59d4fbb1-en
OECD. (2022). Preparing Vocational Teachers and Trainers: Case Studies on Entry Requirements and Initial Training, OECD Reviews of Vocational Education and Training. OECD Publishing, Paris. https://doi.org/10.1787/c44f2715-en
Opetushallitus. (2014). Examensmästare, utbildningsprogram. Opetushallitus, Helsinki.
Orr, K., & Simmons, R. (2010). Dual identities: The in-service teacher trainee experience in the English further education sector. *Journal of Vocational Education and Training, 62(1), 75–88.
Parsons, D., Hughes, J., Allinson, C., & Walsh, K. (2009). The training and development of VET teachers and trainers in Europe. In Cedefop (Ed.), Modernising vocational education and training, fourth report on vocational education and training research in Europe: Synthesis report. Publications Office of the European Union.
Rádli, K. (2011). Szakmai tanárképzés és oktatáspolitika. In Szakmai tanárképzés: múlt – jelen – jövő. NFKK Füzetek 7. Aula.
Robson, J., Bailey, B., & Larkin, S. (2004). Adding Value: Investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work, 17(2), 183–195.
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755).
Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 139–164). Cambridge University Press.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378. https://doi.org/10.1080/03055690802648317
Smith, E., & Yasukawa, K. (2017). What makes a good VET teacher? Views of Australian VET teachers and students. International Journal of Training Research, 15(1), 23–40. https://doi.org/10.1080/14480220.2017.1355301
Tanggaard, L. (2007). Learning at trade vocational school and learning at work: Boundary crossing in apprentices’ everyday life. Journal of Education and Work, 20(5), 453–466.
Tiedeman, D., & O'Hara, R. P. (1963). Career development: Choice and adjustment. College Entrance Examination Board.
Vähäsantanen, K., Saarinen, J., & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research, 48(6), 395–404. https://doi.org/10.1016/j.ijer.2010.04.003
Virkkula, E., & Nissilä, S. P. (2014). In-service teachers' learning through integrating theory and practice. Sage Open, 4(4), Article 2158244014553399. https://doi.org/10.1177/2158244014553399
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge University Press.
Wheelahan, L., & Moodie, G. (2010). The quality of teaching in VET: final report and recommendations. LH Martin Institute, University of Melbourne, Melbourne.
Andersson, P., & Köpsén, S. (2019). VET teachers between school and working life: Boundary processes enabling continuing professional development. Journal of Education and Work, 32(6–7), 537–551.
Bacsa-Bán, A. (2021). Szakmai pedagógusok: Szakoktatók és mérnöktanárok a 21. század első évtizedeinek gyorsan változó világában. DUE Press.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research in teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Benedek, A., & Molnár, Gy. (2015). A műszaki és humán szakterület szakmai pedagógusképzésének és képzők hálózatának fejlesztése. In H. A. Horváth & Gy. Jakab (Eds.), A tanárképzés jövőjéről: 3. kötet (pp. 97–105). OFI.
Berner, B. (2010). Crossing Boundaries and Maintaining Differences between School and Industry: Forms of Boundary-work in Swedish Vocational Education. Journal of Education and Work, 23(1), 27–42.
Billett, S. (2011). Vocational education: Purposes, traditions, prospects. Springer.
Bound, H. (2011). Vocational education and training teacher professional development: Tensions and context. Studies in Continuing Education, 33(2), 107–119. https://doi.org/10.1080/0158037X.2011.554176
Burke, P. J., & Tully, J. C. (1977). The measurement of role identity. Social Forces, 55(4), 881–897.
Bükki, E., & Fehérvári, A. (2021). How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors. Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-020-00108-6
Cedefop. (2009). Modernising Vocational Education and Training. Fourth Report on Vocational Education and Training Research in Europe: Synthesis Report. Publications Office of the European Union.
Cedefop. (2022). Teachers and trainers in a changing world: building up competences for inclusive, green and digitalised vocational education and training (VET): synthesis report. Luxembourg: Publications Office. Cedefop research paper, No 86. http://data.europa.eu/doi/10.2801/53769
Clayton, B., & Guthrie, H. (2013). Tell me the old, old story or new messages? A half century of enquiry into VET teacher development. Paper presented at the 16th Conference of the Australian VET Research Association, Fremantle, Western Australia.
Eerola, T. (2007). Redogörelse för lärarnas arbetslivsperioder. In M. Majuri & T. Eerola (Eds.), De kunde inte tänka sig göra annat: iakttagelser kring arbetsplatshandledarutbildning, lärarnas arbetslivsperioder och inlärning i arbetet. Utbildningsstyrelsen, Helsinki.
Farnsworth, V., & Higham, J. (2012). Teachers who teach their practice: The modulation of hybridised professional teacher identities in work-related educational programmes in Canada. Journal of Education and Work, 25(4), 473–505.
Fejes, A., & Köpsén, S. (2014). Vocational teachers’ identity formation through boundary crossing. Journal of Education and Work, 27(3), 265–283. https://doi.org/10.1080/13639080.2012.742181
Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22, 110–119.
Frisk, T. (2014). Guide for the implementation of vocational teachers’ work placement periods. The Finnish National Board of Education, Helsinki.
Fűzy, B. (2012). A tanári munka minőségének változásai. In P. Tóth & J. Duchon (Eds.), Kutatások és innovatív megoldások a szakképzésben és a szakmai tanárképzésben. II. Trefort Ágoston Szakmai Tanárképzési Konferencia. Tanulmánykötet (pp. 54–62).
Gleeson, D., & James, D. (2007). The Paradox of Professionalism in English Further Education: A TLC Project Perspective. Educational Review, 59(4), 451–467.
Grollman, Ph. (2008). The Quality of Vocational Teachers: Teacher Education, Institutional Roles, and Professional Reality. European Educational Research Journal, 7(4), 537–547.
Kemmis, R. B., & Green, A. (2013). Vocational education and training teachers’ conceptions of their pedagogy. International Journal of Training Research, 11(2), 101–121. https://doi.org/10.5172/ijtr.2013.11.2.101
Kersting, H. J. (1996). A szociális és a pedagógus szakma azonosságai és különbségei. In I. Budai, I. Somorjai, & K. Tordainé Vida (Eds.), Szociális képzés európai szinten (pp. 24–29).
Korthagen, F., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Lawrence Erlbaum.
Köpsen, S., & Andersson, P. (2017). Reformation of VET and demands on teachers' subject knowledge: Swedish vocational teachers' recurrent participation in a national CPD initiative. Journal of Education and Work, 30(1), 69–83. https://doi.org/10.1080/13639080.2015.1119259
der Lander, K. (2018). Rahmenvereinbarung über die Ausbildung und Prüfung für ein Lehramt der Sekundarstufe II (berufliche Fächer) oder für die beruflichen Schulen (Lehramtstyp 5) (Beschluss der Kultusministerkonferenz vom 12.05.1995 i. d. F. vom 13.09.2018). https://www.kmk.org/fileadmin/Dateien/veroeffentlichungen_beschluesse/1995/1995_05_12-RV-Lehramtstyp-5.pdf
Lloyd, C., & Payne, J. (2012). Raising the quality of vocational teachers: Continuing professional development in England, Wales and Norway. Research Papers in Education, 27(1), 1–18. https://doi.org/10.1080/02671522.2010.483524
Lucas, N., & Unwin, L. (2009). Developing Teacher Expertise at Work: In-service Trainee Teachers in Colleges of Further Education in England. Journal of Further and Higher Education, 33(4), 423–433.
MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311–323.
Misra, P. K. (2011). VET Teachers in Europe: Policies, Practices, and Challenges. Journal of Vocational Education and Training, 63(1), 27–45.
OECD. (2021). Teachers and Leaders in Vocational Education and Training, OECD Reviews of Vocational Education and Training. OECD Publishing, Paris. https://doi.org/10.1787/59d4fbb1-en
OECD. (2022). Preparing Vocational Teachers and Trainers: Case Studies on Entry Requirements and Initial Training, OECD Reviews of Vocational Education and Training. OECD Publishing, Paris. https://doi.org/10.1787/c44f2715-en
Opetushallitus. (2014). Examensmästare, utbildningsprogram. Opetushallitus, Helsinki.
Orr, K., & Simmons, R. (2010). Dual identities: The in-service teacher trainee experience in the English further education sector. *Journal of Vocational Education and Training, 62(1), 75–88.
Parsons, D., Hughes, J., Allinson, C., & Walsh, K. (2009). The training and development of VET teachers and trainers in Europe. In Cedefop (Ed.), Modernising vocational education and training, fourth report on vocational education and training research in Europe: Synthesis report. Publications Office of the European Union.
Rádli, K. (2011). Szakmai tanárképzés és oktatáspolitika. In Szakmai tanárképzés: múlt – jelen – jövő. NFKK Füzetek 7. Aula.
Robson, J., Bailey, B., & Larkin, S. (2004). Adding Value: Investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work, 17(2), 183–195.
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755).
Rogoff, B. (1995). Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 139–164). Cambridge University Press.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378. https://doi.org/10.1080/03055690802648317
Smith, E., & Yasukawa, K. (2017). What makes a good VET teacher? Views of Australian VET teachers and students. International Journal of Training Research, 15(1), 23–40. https://doi.org/10.1080/14480220.2017.1355301
Tanggaard, L. (2007). Learning at trade vocational school and learning at work: Boundary crossing in apprentices’ everyday life. Journal of Education and Work, 20(5), 453–466.
Tiedeman, D., & O'Hara, R. P. (1963). Career development: Choice and adjustment. College Entrance Examination Board.
Vähäsantanen, K., Saarinen, J., & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research, 48(6), 395–404. https://doi.org/10.1016/j.ijer.2010.04.003
Virkkula, E., & Nissilä, S. P. (2014). In-service teachers' learning through integrating theory and practice. Sage Open, 4(4), Article 2158244014553399. https://doi.org/10.1177/2158244014553399
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge University Press.
Wheelahan, L., & Moodie, G. (2010). The quality of teaching in VET: final report and recommendations. LH Martin Institute, University of Melbourne, Melbourne.
Published
2024-09-15
How to Cite
Bacsa-Bán, A. (2024). Under a double burden - analysing the professional and pedagogical identity of vocational teachers in an international context. Journal of Applied Technical and Educational Sciences, 14(3), Art No: 382. https://doi.org/10.24368/jates382
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Articles and Studies
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