Envisioning vocational teacher knowledge in the era of GenAI

Abstract The recent advancement in Generative Artificial Intelligence (GenAI) has sparked extensive discussions about its implications for both the labor market and education. At the intersection of these domains are vocational teachers, positioned to address, cope with, and relate to the changes linked with this development. However, the role of digitalization in vocational education remains scarcely researched. This study examines how vocational pre- and in-service teachers envision teacher knowledge in the era of GenAI, with a focus on technological, pedagogical, and content perspectives. Drawing on individual and collaborative reflections, the findings shed light on how GenAI is perceived within vocational education, stressing its potential, challenges, and consequences. The results highlight nuanced perspectives, characterized by a blend of optimism and awareness of risks, emphasizing the complexity of operating within a landscape in flux. Contributions involve unpacking vocational teachers’ knowledge in relation to GenAI.