Research project Vocational teachers’ competence in the Swedish context. The teachers’ perspective

With a relatively high percentage of non-qualified vocational teachers, Sweden presents an interesting case to explore these questions, as teachers’ learning and development seem to happen in various and probably unconventional ways.

To answer these questions, the researcher analysed the meaning of professional competence. In addition, vocational teachers from both upper secondary (Gymnasium) and adult education (Komvux) were involved in a survey and in interviews discussing about perceived important and developed competence.

Findings show that it is important for vocational teachers to maintain up-to-date vocational competence. Also interpersonal competence, meaning good communication with the students and building a close relationship with them have a key role. This student-teacher relationship is the basis for matching students with their work placement, leading to better quality education. Moreover, having lifelong learning attitude and being open to critique are crucial for teachers. 

Based on these findings, both university programmes and development activities can be reflected upon, especially with reference to how relevant they are for teachers. Supporting vocational teachers with competence relevant for their work can lead to facilitating better learning opportunities for students as well.

Dissertation

Sofia Antera defended her doctoral thesis May 5, 2023
Vocational Teachers’ Professional Competence at the Intersection of Two Regimes of Competence: The case of Sweden