This study concerns the continuing professional development (CPD) of vocational teachers. This study aims to explore vocational teachers’ participation in this CPD programme. The analysis is based on registry data on participation in the initiative. Our theoretical foundation is the socio-cultural theory of identity formation, with a focus on the boundary crossing between different communities of practice, and a theory of adults’ participation in education. The findings show differences in participation according to age, vocational area, and geographic location. The results indicate that participation opportunities may be influenced by, for example, institutional factors and situational factors. This implication is discussed in relation to vocational teachers’ development of a professional identity and their teaching of the vocational subject.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-015-0019-3