ABSTRACT

Experiencing a teacher shortage, Sweden has allowed vocational teachers to gain employment without teaching qualifications. In this context, a population of non-qualified vocational teachers has emerged, a group of people rarely captured by national statistics and previous research. This study aims to shed light on the profile of non-qualified vocational teachers. By highlighting the potential differences between qualified and non-qualified teachers, with reference to competence, this study identifies competence they perceive as important (importance scale), as well as competence they think they have developed during their work (achievement scale). The data collection was realised with a questionnaire, focusing on a 27-item competence set that teachers evaluated. According to findings and concerning importance, statistically significant differences were found for nine items, with the majority of them being direct learning outcomes of formal teacher education. Regarding achieved competence, statistically significant differences were reported for 17 items. Non-qualified teachers evaluated these items lower than qualified ones, showing that they perceive these competencies as underdeveloped. In conclusion, non-qualified vocational teachers expressed underdeveloped competence in comparison to qualified, which can have implications in the formation of their teacher identity and the values they promote to their students.

摘要

由于师资短缺，瑞典允许职业教师在没有教学资格的情况下就业。在这种背景下，出现了一批不合格的职业教师，这群人很少被国家统计数据和以往的研究所捕捉到。本研究旨在阐明不合格职业教师的概况。通过强调合格和不合格教师之间在能力方面的潜在差异，本研究确定了他们认为重要的能力（重要性量表），以及他们认为自己在工作中发展的能力（成就量表）。数据收集是通过问卷调查实现的，重点关注教师评估的 27 项能力集。根据调查结果和关于重要性，在九个项目中发现了具有统计学意义的差异，其中大多数是正规教师教育的直接学习成果。关于获得的能力，报告了 17 个项目的统计显着差异。非合格教师对这些项目的评价低于合格教师，表明他们认为这些能力不发达。总之，与合格的职业教师相比，不合格的职业教师表现出能力欠缺，这可能会影响他们教师身份的形成和他们向学生宣传的价值观。非合格教师对这些项目的评价低于合格教师，表明他们认为这些能力不发达。总之，与合格的职业教师相比，不合格的职业教师表现出能力欠缺，这可能会影响他们教师身份的形成和他们向学生宣传的价值观。非合格教师对这些项目的评价低于合格教师，表明他们认为这些能力不发达。总之，与合格的职业教师相比，不合格的职业教师表现出能力欠缺，这可能会影响他们教师身份的形成和他们向学生宣传的价值观。