In this study, the focus is on three vocational teachers’ stories of their lives and teaching experiences. The research method that I use in this study is life story and the teachers are Johnny, Oscar and Omed. From the teachers stories emerge the technical knowledge that they believe that their students should learn during their Industrial-technology education.

In terms of analytical method I focused on the stories content and I chose to do a thematic analysis of the stories, and through a holistic approach to see the different patterns which emerge from the stories. Based on Johnny’s, Oscar’s and Omed’s stories about their lives and teaching experiences, various themes of knowledge which their students should learn, became apparent. These themes are: knowledge about being a good citizen, knowledge of technology, knowledge about coping with life as an adult, knowledge which can be used in real life and knowledge which can lead to employment. In the article, I even discuss how these prominent aspects of knowledge can be understood in relation to Aristotle’s definition of the concept of knowledge Episteme, Techne and Phronesis. 

Johnny’s, Oscar’s and Omed’s life stories show even an important thing. It shows that the technical knowledge that teachers believe that their students should learn are contractions. In these contractions, technical knowledge “creates” in the interaction between teachers, students and their environment. In addition, in this interaction teachers’ life experiences even have certain significance.