Exploring vocational teacher preparation in Norway: a study of dimensions and differences in vocational teacher learning

ABSTRACT

Many countries offer different educational pathways to qualify vocational teachers for work in schools. This article reports on a comparison of teacher preparation in two different programmes that qualify vocational teachers in Norway. Given the lack of a quantitative framework for measuring professional preparation among vocational teachers, the study aimed to validate an instrument on different dimensions of teacher learning. Cross-sectional survey data were collected among vocational teacher graduates (n = 567). Exploratory and confirmatory factor analysis indicated a good fit for a six-factor solution, with factors including preparation to plan and teach, understand students’ learning, assess learning, create a good learning environment, develop professionally and connect learning to working life. Subsequent tests of factor mean differences indicated that the bachelor sample reported being significantly better prepared for teaching than the postgraduate sample on five out of six factors. In adapting and validating an instrument for vocational teacher education, the study enriches theory on vocational teacher learning and can contribute to current discussions on what vocational teachers learn during different pathways of initial teacher education.

KEYWORDS:

• Vocational teacher education
• teacher preparation
• instrument validation
• teacher learning
• vocational teachers

Acknowledgments

The items on vocational teacher learning are available in Norwegian from the author on request. Special thanks go to Britt Karin Utvær and Ove E. Hatlevik for their input during instrument adaption and feedback on data analysis. The author would also like to thank all study participants.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Compliance with ethical standards

The project including processing of personal data was approved by Norwegian Centre for Research Data (No. 285,224). Respondents received information about the research project and about voluntary participation before consent was given in the online survey.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The authors have no funding to report.