Yrkeslärares didaktiska transformation : En undersökning av hur yrkeskunnande omvandlas till undervisning

Sammanfattning

The purpose of this study is to investigate vocational teachers' experiences of transforming their professional competence into didactic competence. The study is based on a phenomenographic approach and is based on semi-structured interviews with six vocational teachers from different vocational programmes in southern Sweden. The analysis aims to identify variations in how vocational teachers perceive the transition from working to vocational teaching. The results show that the transformation involves a complex process in which teachers need to develop a dual professional identity and learn to make their tacit knowledge visible to students. The informants describe that they move from doing the work themselves to explaining, structuring, and adapting their professional competence to teaching. Relationships with students appear to be central to creating motivation and commitment. The results also show that many vocational teachers experience themselves as expert novices, where they are experts in their profession but beginners in pedagogy and teaching. The conclusion is that professional competence does not automatically lead to teaching skills. To succeed in the role of vocational teacher, a conscious didactic transformation is required where vocational knowledge is recontextualized and adapted to the school's mission. The study contributes knowledge that can be used in introduction, supervision, and competence development for vocational teachers.