A Study Regarding the Professional Development and Expression of Vocational High School Teachers

Purpose: The purpose of this study was to investigate, in depth, the ways in which vocational high school teachers develop and recognize their professionalism within the context of dual professionalism. Methods: To achieve the purpose of this study, data were collected and analyzed through individual interviews with fifteen Vocational Education teachers. The interviewees were divided into three groups: early-career teachers with less than five years of experience, teachers who entered the profession with industrial experience, and mid-career teachers with more than five years of experience. Results: The results of the study showed that early career teachers had difficulties in teaching practical classes that they had not experienced in teacher training programs, while teachers with industrial experience showed strengths in teaching practical classes based on their practical experience. Mid-career teachers had accumulated knowledge in school education activities, but were in a situation of continuous professional development or professional transition due to various environmental changes (e.g., department reorganization). Conclusion: It was identified that there is a need to systematize the training and continuous professional development of vocational teachers, such as providing opportunities for practical experience at industrial sites. In addition, it is necessary to establish a system that allows vocational teachers to systematically monitor and reflect on their own professional development.