Opettajana jo toimivan opettajaopiskelijan osaamisen kehittyminen : osaamisperustainen ja työelämälähtöinen ammatillinen opettajankoulutus

The concepts of competence and competence-based education in vocational and higher education have been central topics of discussion at both the global and national level. This research aimed to clarify the kinds of competence trajectories that were gained during competence-based and work-life oriented vocational teacher education. The supportive and challenging factors of competence-based education and a work-life orientated training model were also studied. All participants (n = 14) were already working as non-qualified teachers. The data, which consisted of learning diaries and graduation narratives from 2018–2019, were analysed with qualitative content analysis. The results show that the most developed competencies were conceptual and reflective thinking, as well as the understanding and the implementation of pedagogical method. In addition, student-centred and guidance related competencies were gained. These competencies were mainly achieved by integrating vocational education and student teacher training competence frameworks into one’s own everyday work. The biggest challenges were work overload, hectic working pace and organisational changes. The most supportive factor of competence construction was a mentor, a colleague nominated from the student teacher’s own organisation. In conclusion, a competence-based and work-life oriented educational model can be a valid way to gain vocational education and student teacher competencies. However, workplace-related challenges need proactive actions. Also, deeper knowledge of future work-life and its dynamic demands need further attention.