Bumpy moments considered as critical incidents in dialogue. Professional Identity of technical VET-teachers
Abstract
Technology students need strong vocational education that supports both cognitive and career devel-opment in order to be adequately prepared for highly qualified jobs. The professional identity and underlying I-positions of teachers largely determine whether the quality of teaching meets these re-quirements. In an in-depth study we explored the professional identity of teachers working in tech-nical VET. Bumpy moments as indicated by eleven teachers were discussed and analysed both quali-tatively and quantitatively. The results show that teachers largely identified bumpy moments relating to their pedagogical content knowledge. Most teachers in the technical domain predominantly re-flected an I-position as being a professional expert. We conclude that the dominant focus on peda-gogical content knowledge legitimises professionalisation in favour of cognitive development and the career development of youngsters. By incorporating dialogue derived from the flower model can help teachers to better understand their professional identity, determining the quality of vocational education.Keywords
Vocational Education, Pedagogy, Professional Identity, Critical Incidents of Dialogical SelfReferences
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