Field-Specific Educational Practices as a Source for Students' Vocational Identity Formation
Virtanen, A., Tynjälä, P., & Stenström, M.-L. (2008). Field-Specific Educational Practices as a Source for Students' Vocational Identity Formation. In S. Billett, C. Harteis, & A. Eteläpelto (Eds.), Emerging Perspectives of Workplace Learning (pp. 19-34). Sense. https://doi.org/10.1163/9789087906450_003
© Sense Publishers. This is an author's final draft version of an article whose final and definitive form has been published by Sense Publishers.
Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students’ vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, we examined students’ vocational identity formation in two different fields: 1) technology and transport, and 2) social services and health care. Our quantitative data indicate that while students’ vocational identity formation begins during vocational education and training, there are differences between students in different fields. On the basis of our qualitative data it seems that students’ vocational identity is heavily constructed in line with the education practices of their own specific fields. Thus, even during educational context has an important role in the formation of vocational identity. ...
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