This project explores how vocational education and training (VET) teachers in upper secondary education in Norway develop their professional competence after completing initial teacher education, and which forms of further professional learning they experience as relevant and necessary throughout their careers.

The study focuses on the interplay between pedagogical competence, vocational and technical expertise, and the institutional and organisational conditions that shape teachers’ professional development in practice. Empirical data will be collected through interviews with VET teachers and actors in their professional networks, as well as through a survey targeting VET teachers.

Building on previous research on VET teacher education and professional learning, the project extends the analytical focus to the post-graduation phase. The aim is to generate new knowledge that can strengthen both initial VET teacher education and continuing professional development, and to support the development of more research-based and practice-oriented competence initiatives.

Target group

The project is relevant for:

• VET teachers in upper secondary education
• teacher educators and academic environments within VET teacher education
• school owners, school leaders, and educational authorities
• researchers and students with an interest in vocational education and professional development

The project will result in scientific publications in international peer-reviewed journals within the fields of vocational education and training and teacher education. Findings will also be disseminated through academic conferences, including Nordyrk, as well as through seminars and research networks at NTNU and in collaboration with national and international partner institutions.

The project is embedded in the research group International Vocational Education and Training Research and contributes to the group’s broader work on comparative studies, professional development, and sustainability in VET.