Exploring the concept and components of vocational subject teachers’ professionalism

This study aimed to redefine the concept of vocational subject teachers' professionalism, considering the rapidly changing educational environment. To this end, based on a literature review, the concept, components, and sub-constructs of professionalism were designed, followed by a Delphi survey conducted with a panel of 31 experts over three rounds. The findings of the study are as follows: First, the areas that make up the professionalism of vocational teachers were identified as occupational expertise, pedagogical expertise, autonomy, and responsibility. Second, a total of 15 sub-consturcts were identified that can be categorized under occupational and pedagogical expertise. For occupational expertise, the following sub-areas were identified: (1) theoretical knowledge in the major field, (2) practical knowledge and skills in the major field, (3) responsiveness to changes in the social environment and industrial fields, (4) adaptability to digital transformation and job changes, (5) collaboration with the industrial field, (6) curriculum design and restructuring, (7) linking school education with industry learning experiences, and (8) connecting competencies in the major field with educational content. For pedagogical expertise, the sub-areas identified were: (9) linking universal competencies with educational content, (10) supporting future preparedness and growth, (11) promoting understanding of learners and fostering student autonomy, (12) designing and implementing teaching and learning methods, (13) providing tailored assessment and feedback, (14) utilizing digital technology in education, and (15) engaging in reflective teaching practices. Based on these findings, policy implications for enhancing the professionalism of vocational subject teachers in vocational high schools were suggested.