Swedish Vocational Teacher Education: admission requirements and content – changes since early 20th century

• Historical descriptions of Swedish VET-teacher education may give a uniform impression (Larsson 1989, 2001). However, most descriptions are related to VET-teachers for industry and craft, while VET-teacher education for other vocations has been little acknowledged in research, with few exceptions, e.g. health care, child and recreation, or general descriptions in governmental reports preceding reforming of VET-teacher education (cf. SOU 1994:101; SOU 2008:112). The issue of this paper is firstly, to present the various types of VET in Sweden, and the requirements for VET-teachers in these; secondly, to trace sources that can contribute with information that broadens the picture of Swedish VET-teacher education; and thirdly to explore and map admissions requirements to and contents in VET-teacher education and how these have changed from the early 20th century. The study is based on secondary analysis of research and governmental bills and reports. Questions to the material are what vocational knowing is demanded for entrance to VET-teacher education? (How) are these admission requirements motivated? What is the content of VET-teacher education? What similarities and differences can be identified between VET-teacher education for different vocations, and from early VET-teacher education to date?

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

VET-teacher education

Sweden

admission requirements

content

secondary analysis

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)