HAMK to lead a second research project funded by the Academy of Finland: research focuses on the competence of vocational teachers
Vocational education has so far received less attention in research than teaching and teacher education in general, even though vocational teachers play an important role in ensuring future skills in the world of work.
The Academy of Finland has granted funding to a research project led by Häme University of Applied Sciences. The project studies the agency and competence of vocational teachers in networked work. The total budget of the four-year project is €781 000, of which the Academy of Finland’s funding covers 70%.
The research project is positioned in SmartEdu, one of HAMK’s key research ecosystems. Research within SmartEdu contributes to the future of sustainable work, education and well-being.
This funding decision is significant for HAMK, as it is the second project funded by the Academy of Finland to be led by HAMK. It is rare for a University of Applied Sciences to lead an Academy project.
“HAMK has been committed to research and development activities that create the future competences. This research supports multidisciplinary cooperation, the development of working life and the competence of university teachers and vocational teachers. In addition to funding from the Academy of Finland, the research has received funding from Finnpartnership, Horizon 2020 and other EU funding,” says Martti Majuri, Director of the HAMK Edu Research Unit.
HAMK now leads two projects funded by the Academy of Finland. In addition, we are part of three other projects funded by the Strategic Research Council of the Academy of Finland.
The research will explore the agency, competences and networks of vocational teachers
The project, which will start in autumn 2024, will be led by Principal Research Scientist, KT, doc. Katja Vähäsantanen from the HAMK Edu research unit. The project is called Agentic and competent vocational teachers in networked work.
A multi-method longitudinal study aims to provide new understanding of the links between professional agency, competence and social networks and their role in the well-being and commitment of professional teachers. The project will also provide practical recommendations to support teachers’ meaningful work, retention and continuous learning in VET institutions and teacher education.
“There is a lot of research on teachers’ work and teacher education in general, but the work of vocational teachers has been left at the margins of research. We want to understand the changing work of professional teachers as well as identify and enhance the push and pull factors of the job,” says Vähäsantanen.
According to the international peer review panel, the research project led by Vähäsantanen addresses a topic that has not been studied much nationally nor internationally: the changing work of vocational teachers. The teacher is both a facilitator of student learning and well-being and a networking agent outside the educational institution.
The reviewers found the project to be relevant in the international VET research community, and its findings to be of value to policy makers in many countries.
The project involves national and international cooperation with a number of VET and work-based learning researchers, including partners from RUN European University. The project will be implemented in close cooperation with vocational schools and vocational teacher education and training.
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