Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/172023
Authors: 
Duch, Henriette
Andreasen, Karen Egedal
Year of Publication: 
2017
Citation: 
[Journal:] International Journal for Research in Vocational Education and Training (IJRVET) [ISSN:] 2197-8646 [Volume:] 4 [Year:] 2017 [Issue:] 3 [Pages:] 289-305
Abstract: 
In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e. teaching within a specific vocational field at a specific type of college). Thus, individual teachers experience different 'learning trajectories', depending on the vocational field and place of employment. They amass different experiences, including going back to school, just like newly enrolled students at a vocational college. This paper is based on empirical data from a qualitative study. It examines the learning trajectories of vocational teachers who choose to return to vocational colleges as VET teachers. Based on the analyses of two cases, we discuss the consequences for teachers' pedagogical practice at vocational colleges and its potential for solving various challenges that colleges face.
Subjects: 
VET
Vocational Education and Training
Vocational Teacher
Theory and Practice
Adult Education
Transfer and Transformation
Learning Trajectories
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/4.0/
Document Type: 
Article

Files in This Item:
File
Size
182.14 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.