ABSTRACT Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.

中文翻译：

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在学校和工作生活之间的职业教育与培训教师：边界过程使职业持续发展

摘要工作生活的变化要求职业教育和培训（VET）的发展，以保留工业货币。VET教师是VET的关键角色，他们在职业领域的持续专业发展（CPD）是VET的核心。这项研究位于瑞典，主要是基于学校的VET系统，其中VET老师主要负责学生的基于学校和工作场所的学习，并且他们通常具有最初的职业背景，现在他们会教学生。这项研究采用了一种情景学习的视角，特别关注职业教育与培训学校与工作生活之间的边界过程，以及如何制定参与度，想象力和一致性的识别模式，并影响职业教育与培训教师的身份形成和CPD。调查结果是基于对30位瑞典VET教师的采访而得出的。定性研究表明，职业教育与培训教师与工作生活，职业知识的中介以及学校职业实践的重构之间的不同形式的接触如何为教师的持续专业发展和影响职业教学提供机会。对职业教育与培训教师的持续专业发展的素质而言，重要的是要纳入和整合不同的识别方式，以更新职业身份的不同方面。