Vocational teachers - Understanding continuing professional development of experienced teachers in vocational education

This dissertation examines the continuing professional development (CPD) of experienced teachers in Dutch vocational education. These teachers play a crucial role in preparing students for occupational practice while facing rapid changes such as technological innovation, curriculum reform, and increasing student diversity. Despite their importance, limited knowledge exists about how experienced vocational teachers continue to learn throughout their careers and in their daily work.

Grounded in a sociocultural perspective, professional development is viewed as embedded in everyday practice and shaped through participation, interaction, and engagement in multiple contexts. To deepen understanding of the CPD of vocational teachers, a longitudinal qualitative design (2018–2021) was used in which 26 teachers from five vocational schools were followed. The study explored which professional development activities they engaged in, what they learned (in terms of perceived learning outcomes and teachers’ articulated knowledge), and which factors contributed to their learning.

Findings show that most learning occurs informally through teaching, coaching students, curriculum redesign, and collaboration with colleagues, students, and external professionals, although formal professional development activities also contribute to teachers’ learning. In addition, three professional development profiles emerged: a focus on teaching and innovation, reflection and collaboration, and strategy and career development.

Overall, this dissertation demonstrates that the CPD of experienced vocational teachers is not a uniform process, but a diverse, situated, and personal process taking place in and around the dynamic and multifaceted daily practice of vocational education. By approaching CPD broadly, as an interconnected whole of activities, learning outcomes, and contributing factors, the study reveals how varied and meaningful teachers’ learning is. The findings emphasize that stimulating CPD requires space for variation, dialogue, and tailored support rather than standardized approaches.