The purpose of this paper is to explore the relationship of subject areas to teachers’ technology integration. Educational technology research has often identified “culture clashes” to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the subject area cultures, but there has been little research anal...

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 startin...