Johannesen, H.S., Nore, H. & Lahn, L.C. (2019). Transformations in(to) vocational identity among Norwegian VET students and apprentices learning in school and at work. In F. Marhuenda & M.J. Chisvert-Tarazona (Eds.), Pedagogical concerns and market demands in VET. Proceedings of the 3 rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) (pp.215-221) https://doi.org/10.5281/zenodo.2641708 Transformations in(to) vocational identity among Norwegian VET students and apprentices learning in school and at work Johannesen, Hedvig Skonhoft Oslo Metropolitan University, hjohanne@oslomet.no Nore, Hæge Oslo Metropolitan University, hnore@oslomet.no Lahn, Leif Chr. University of Oslo/ Oslo Metropolitan University, l.c.lahn@iped.uio.no Abstract This paper address the development of vocational identity in the Norwegian Vocational education and training, with data from the MECVET Project which is a large-scale empirical study of the development of vocational competences in three professions, healthcare, electronics and industrial mechanics.. The following research question is explored: How do contextual frame factors of the Norwegian VET model influence the development of the vocational identity of VET students and apprentices in transitions from school to work? The empirical foundation for this comes from a context survey in which central findings are identified. Respondents with strong vocational identities show a substantial interest in the further development of their own professional competence in their chosen professions. The most substantial transformation in the vocational identity development took place in the transitions from school-based to work-based learning, with learner autonomy and increased professional judgement being key aspects, as well as particular traits in the Norwegian VET model, namely tripartite cooperation and high degree of skilled worker’s autonomy. Keywords vocational education and training; vocational competence development; vocational identities and cultures 1 Introduction Learning and training for skilled work is subsequently a process of learning and becoming someone else in a process of vocational identity formation, not only in competence development, but also in knowing how to perform skilled work at the workplace. This includes learning to navigate the cultural codes, and sometimes the hardships of learning at the workplace (Collin, Paloniemi, Virtanen, & Eteläpelto, 2008). This paper explores how VET students and apprentices in a Norwegian context learn and develop vocational identity, in the context of the MECVET Project (Measuring Competence Development in Vocational Education and Training) piloting the COMET model (Rauner, Heinemann, & Hauschildt, 2013) in a Norwegian context. Vocational education and training in Norway follows a two-plus-two sequential model; the first two years are in school, followed by two years of apprenticeship in enterprises ending with a trade examination and a trade certificate (The Norwegian Directorate for Education and Training). The particulars of the different learning contexts from school to work provide us