Professional identity in relation to vocational teachers’ work : an identity-centred approach to professional development
Abstract
This paper reports a study on teachers’ professional identity and work in vocational education. The findings showed that vocational teachers’ work included vocational teaching within the school, developmental work, technology-enhanced work, professional duties outside the school, and educational duties within the school. Furthermore, the study revealed the harmonious and tensioned relationships between these elements of the work and teachers’ identities. Recognition of the nuanced nature of these relationships provides a perspective for promoting teachers’ professional development. From a practical perspective, there is a need to support vocational teachers’ identity work and the adoption of new technologies for their teaching. The findings also illuminate the emotionally imbued relationship between work and professional identity.
Main Authors
Format
Articles
Research article
Published
2019
Series
Subjects
Publication in research information system
Publisher
Routledge
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202004062674Use this for linking
Review status
Peer reviewed
ISSN
2373-5082
DOI
https://doi.org/10.1080/23735082.2018.1487573
Language
English
Published in
Learning : Research and Practice
Citation
- Vähäsantanen, K., & Hämäläinen, R. (2019). Professional identity in relation to vocational teachers’ work : an identity-centred approach to professional development. Learning : Research and Practice, 5(1), 48-66. https://doi.org/10.1080/23735082.2018.1487573
Funder(s)
Research Council of Finland
Research Council of Finland
Funding program(s)
Profilointi, SA
Akatemiahanke, SA
Research profiles, AoF
Academy Project, AoF

Additional information about funding
This work was supported by the Academy of Finland [288925, 292466, 318095].
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