A1 Journal article (refereed)
Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland (2022)

Vilppola, J., Lämsä, J., Vähäsantanen, K., & Hämäläinen, R. (2022). Teacher Trainees' Experiences of the Components of ICT Competencies and Key Factors in ICT Competence Development in Work-Based Vocational Teacher Training in Finland. International Journal for Research in Vocational Education and Training, 9(2), 146-166. https://doi.org/10.13152/ijrvet.9.2.1

JYU authors or editors

Publication details

All authors or editorsVilppola, Jiri; Lämsä, Joni; Vähäsantanen, Katja; Hämäläinen, Raija

Journal or seriesInternational Journal for Research in Vocational Education and Training



Publication year2022

Publication date01/06/2022


Issue number2

Pages range146-166

PublisherEuropean Educational Research Association

Publication countryGermany

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/81814


Context: This research was conducted in the context of Finnish vocational education and training (VET) teacher training. The teacher training was work-based, meaning that each teacher trainee was already working as an unqualified VET teacher. Workplaces were comprehensively utilised as the learning environment, with teacher training support also being provided in the form of contact days, webinars, and online learning activities.

Approach: We aimed to explore the main components of information and communications technology (ICT) competencies among vocational teacher trainees within work-based training and also to reveal the supportive and challenging factors related to developing ICT competencies within the training. Overall, 44 vocational teacher trainees participated in our study. The data were analysed via qualitative content analysis.

Findings: Six main ICT competence components were identified during the work-based training: (1) The use and creation of digital learning materials, (2) the planning and use of digital learning environments, (3) synchronous digitally enhanced teaching, (4) general ICT competencies, (5) digital interaction, and (6) digital assessment. The development of teachers' ICT competencies was supported by their own active use of ICT and by experimenting with the ICT software and ideas presented by the teacher training staff. Challenging factors in ICT development included the continuous feeling of haste and the lack of time in the workplace, as well as the failure to recognise prior ICT competencies within the teacher training. This could limit the development of ICT competencies.

Conclusions: Work-based VET teacher training has the potential to develop teacher trainees' ICT competencies because it allows immediate implementation and experimentation with regard to new ICT ideas and tools. By aligning this research with prior research, it is possible to construct a comprehensive ICT competence framework to support VET teacher training and workplace development.

Keywordsvocational teacher trainingvocational teachersprofessional developmentcompetenceon-the-job learninginformation and communications technology

Free keywordsteacher training; work-based learning; technological change; teacher ICT competencies; vocational education and training; VET

Contributing organizations

Ministry reportingYes

Reporting Year2022

JUFO rating1

Last updated on 2024-03-04 at 19:06