Under a double burden - analysing the professional and pedagogical identity of vocational teachers in an international context

Bacsa-Bán, Anetta (2024) Under a double burden - analysing the professional and pedagogical identity of vocational teachers in an international context. JOURNAL OF APPLIED TECHNICAL AND EDUCATIONAL SCIENCES, 14 (3). pp. 1-20. ISSN 2560-5429

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Abstract

The aim of this study is to explore the dual professional and pedagogical identities of vocational teachers and to illustrate the challenges and implications of the co-existence of these two identities. The research has revealed that the continuous development of both professional and pedagogical competences is essential for vocational teachers, as both are crucial for a successful teaching career. The analysis compared examples from the international literature with the Hungarian situation and sought to identify how the development of the dual identity of subject teachers could be better supported in training programmes and in workplace practice. The research finds that maintaining dual identity is particularly important for VET teachers, who are often caught between their professional roles and their pedagogical expectations. Consciously developing a dual identity can help reduce the risk of career drop-out and increase teacher effectiveness. Based on a comparison of international examples and the Hungarian VET system, we make recommendations to support continuous professional development (CPD) for teachers, integrate practical training elements and help maintain a balance between professional and pedagogical roles.

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