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EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS

EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS. Heidi Paju Tallinn University, Institute of Educational Sciences heidi@tlu.ee. European Conference on e-Learning for All European Training strategies in Practice 15 September 2011, Dublin. Vocational teacher’s expertise.

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EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS

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  1. EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS Heidi Paju Tallinn University, Institute of Educational Sciences heidi@tlu.ee European Conference on e-Learning for All European Training strategies in Practice 15 September 2011, Dublin

  2. Vocational teacher’s expertise • How novice teacher’s see the profile of ideal skilled teacher? • How novice teacher assess their own competence? • Can we use teacher’s expertise model as self-evaluation tool for novice teachers? Heidi Paju

  3. Theoretical framework • Teacher’s expertise model (Helakorpi 2009) • Estonian vocational teacher’s professional standard Heidi Paju

  4. Teacher’s expertise model Pedagogical domain Developmental domain Substantive domain Organizational domain Heidi Paju

  5. Teacher’s expertise model Pedagogical domain Developmental domain Pedagogical skills Self- development Mastery of educational process Developing profession Administration of education Professional know-how Know-how of teamwork Working life competence Substantive domain Organizational domain Heidi Paju

  6. VET teacher’s professional standard V level Master degree IV level Bachelor degree Secondary education III level Heidi Paju

  7. VET teacher’s professional standard • Creating and developing positive teaching-learning environment • Planning and analyzing learning-process • Analyzing and assessing students’ learning outcomes • Knowledge of school as working environment • Self-reflection and self-development through life-long learning • Supporting students’ development • Development of profession IV level Heidi Paju

  8. Pilot-study • Focus-group: • 16 2nd year students • Teaching experience up to 2 years • Average age 36 years • Specialties: service, production, military • Evaluation of competences • scale: 0 – not competent • 10 – very competent Heidi Paju

  9. Skilled teacher’s profile • Substantive domain • Pedagogical domain • Organizational domain • Research and development Heidi Paju

  10. Working context Organisational changes Development of IT New target groups National legislation Teacher’s roles & competence requirements Inter- nationalisation New approaches to learning & teaching Development of labor market Changing paradigms Heidi Paju

  11. Individual professional profiles Pedagogical domain Developmental domain Pedagogical skills (6,11) Self- development (4,44) Mastery of educational process (5,56) Developing profession (4,0) Administration of education (4,78) Professional know-how (7,56) Know-how of teamwork (5,67) Working life competence (7,0) Substantive domain Organizational domain Heidi Paju

  12. Conclusions • Students feel more competent in substantive domain • Very few recognize need of developing research skills • Model needs detailed explanation before using it as self-evaluation tool for novice teachers Heidi Paju

  13. Thank you! Heidi Paju

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