Understanding Vocational Teacher Educators' Role Identities Through Metaphors: A Case Study in Malta

Abstract

The objective of this qualitative study, that is framed using identity theory (Burke & Stets, 2009), based on semi-structured interviews, is to gain a deeper understanding of the professional role identities of vocational teacher educators (VTEs) through the use of metaphors. VTEs are undervalued in studies and policy in the Vocational Education and Training (VET) context, and misunderstood as an occupational group, despite being essential to maintaining a high-quality vocational teaching workforce and significantly influencing the quality of vocational education. It presents empirical evidence taking Malta as a case study and examines how VTEs synthesise the meanings they assign during an initial teaching education (ITE) programme. In addition, it also investigates how, through metaphors, the role identities of VTEs in Malta change during the ITE programme. Findings indicate that VTEs face various complexities, and it is difficult to express the multiple facets of this professional role identity in a single metaphor. Moreover, within this case study, VTEs' role identity formation does not follow a linear trajectory but unfolds according to the needs at that time.