Continuing professional development of vocational teachers: participation in a Swedish national initiative
نویسندگان
چکیده
Background This study concerns the continuing professional development (CPD) of vocational teachers, especially teachers’ work-life competence in relation to their teaching subject. ‘Vocational teacher’ is not a clearly defined profession (Misra 2011; Parsons et al. 2009), and furthermore, vocational teachers work in various vocational education systems (e.g. Billett 2011). However, the starting point for our study is that vocational teachers’ work is based on dual professionalism, and this is an important aspect to consider in relation to Abstract
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