Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estonia

Abstract

Background: Since the restoration of independence in Estonia in 1991, much has changed with regard to vocational education and training (VET). Radical social and economic developments took place in the early 1990s and in subsequent years, VET was significantly influenced by the educational policy of the European Union (EU). VET teachers are viewed as key actors in implementing changes, solving problems and achieving goals in vocational education. The focus of this research is how VET teachers themselves experience and interpret changes in their work and how they cope with changes. A qualitative research strategy is adopted along with a phenomenological approach. Semi-structured interviews were conducted with nine long-serving VET teachers. Results: In the study, eight main themes of change and various activities for coping with change were identified. One of the most significant changes relates to the students. Conclusion: We can conclude that the work of Estonian VET teachers has become increasingly complex, as the variety of tasks and what is required of them primarily relates to growing societal changes. To some extent, the tendencies that can be observed among Estonian VET teachers are also observable internationally in countries with different historical backgrounds. Although the sample is limited and we cannot generalise the results for all Estonian VET teachers, the emerging pattern of professionality indicates some substantial trends. In addition, these findings can help inform future research in or contribute to comparisons with different countries.