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Prof. Kęstutis Pukelis, dr. Au šra Fokien ė Vytautas Magnus University

Competence based VET teacher education: prerequisite for Quality Assurance. Prof. Kęstutis Pukelis, dr. Au šra Fokien ė Vytautas Magnus University Centre for Quality of Studies 2008-02-2 7 Dublin. 27/02/2008 Dublin. Which concept of Quality should be basis for VET teacher education?.

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Prof. Kęstutis Pukelis, dr. Au šra Fokien ė Vytautas Magnus University

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  1. Competence based VET teacher education: prerequisite for Quality Assurance Prof. Kęstutis Pukelis, dr. Aušra Fokienė Vytautas Magnus University Centre for Quality of Studies 2008-02-27 Dublin 27/02/2008 Dublin

  2. Which concept of Quality should be basis for VET teacher education? Quality as exception Quality as perfection Quality as zero defects Quality as fitness for purpose Quality as value for money Quality as transformation Quality as sucessful performance Quality as conformance to requirements or standards Quality as customer (stakeholder) satisfaction Concepts of Quality depending on agreement what is quality 27/02/2008 Dublin

  3. Quality assessment– gathering and analyzing information about study subject, study programme, institution, learner Quality improvement– organizing and managing studies, aiming to reach the requirements of quality standards. 2 phases of Quality assurance 27/02/2008 Dublin

  4. 1. Setting the Standard of Quality 5. Quality Improvement or development 2. Developing Studies 3. Organizing Studies 4. Assessment of Quality of Studies Assurance the Quality of Studies 27/02/2008 Dublin

  5. Measurable quality? 27/02/2008 Dublin

  6. Competence based education:inevitable parts 27/02/2008 Dublin

  7. key concepts... • Vocational teacher (pedagogical) qualification – is the summation of subject and didactic qualifications. 27/02/2008 Dublin

  8. (A)CONTENT (subject qualification) (B)IMPART OF CONTENT (didacticalqualification) Personal qualities (C) Vocational teacher qualification Structure of VET teacher (pedagogical) qualification . 27/02/2008 Dublin

  9. FIRST STEP - Description of the tasks and roles of VET teachers: • preparing and developing of teaching plans and vocational teaching programmes, preparation of study courses according to requirements; • delivering lectures and supervising students activities in the classroom; • preparation and marking of tasks and assignments; • running and supervising the practical learning of students; • preparation and organization of examinations; • preparation reports on students’ work and progress and discussing them with colleague teachers and social partners; • participation in school meetings and debates on teaching and organizational issues; • organizing and facilitating extracurricular activities of students; • individual teaching, fulfilling various tasks. e.g. according to 2002 Lithuanian Classifier of professions

  10. SECOND STEP – Formulating competencies/learning outcomes forfulfilling the roles of VET teachers: • Competency– is the capability to perform a certain part of activity (operation), basing on knowledge, abilities, skills and attitudes. Combination of certain competencies composes qualification. Competency is defined as the objective study result (learning outcome). !competency is measurable! 27/02/2008 Dublin

  11. Learning outcomes ‘A statement of what a learner is expected to know, understand and/or be able todemonstrate at the end of a period of learning.’ ‘Learning outcomes (are) statements of what a learner is expected to know, understandand/or be able to demonstrate after a completion of a process of learning.’ ‘Statements of what a learner can be expected to know, understand and/or do as a resultof a learning experience.’ ‘Student learning outcomes are properly defined in terms of knowledge, skills, and abilitiesthat a student has attained at the end (or as a result) of his or her engagement in aparticular set of higher education experiences. ‘Learning outcomes are statements that specify what a learner will know or be able to doas a result of a learning activity. Outcomes are usually expressed as knowledge, skills, orattitudes.’ 27/02/2008 Dublin

  12. Learning outcomes ‘Learning outcomes (are) specific measurable achievements. A learning outcome is a statement of what competencies a student is expected to possessas a result of the learning process. ‘Learning outcome statements are content standards for the provincial education system. Learning outcomes are statements of what students are expected to know and to do at anindicated grade, they comprise the prescribed curriculum.’ 27/02/2008 Dublin

  13. Learning outcomes and competencies Learning outcomes – academic categorie; Competencies – WoW categorie. Both - Learning outcomes and competencies consist of knowledge, abilities, attitudes and values. Valuesand attitudes Abilities and skills Knowledge 27/02/2008 Dublin

  14. European strategy of Higher Education Demand Supply Knowledge economy Based on competencies HE Based on learning outcomes EQF “bridge” Required competencies Learning outcomes 27/02/2008 Dublin

  15. Qualification – a composition of knowledge, abilities and skills (i.e. competencies), enabling effective activity in certain profession. Qualification means fulfilled minimal requirements. • Competence – demonstrating effective and qualitative activity, which meets the requirements of the world of work. Competence is determined by the competencies of a person, level of qualification and professional experience. 27/02/2008 Dublin

  16. Relation of concepts competence, qualification, competency and learning achievements competence 27/02/2008 Dublin

  17. Occupational standard – description of attributes, activity functions and the competencies, needed for the performance of these functions. Occupational standards are being created by the experts of certain professions. 27/02/2008 Dublin

  18. Logics of Occupational Standard of VET Teacher . 27/02/2008 Dublin

  19. VET teacher competencies according to five areas of pedagogical activity 27/02/2008 Dublin LT example

  20. Qualification categories of VET teachersLT example • Junior VET teacher Initial education for becoming: • VET teacher(minnimum of competencies) In-service education for becoming: • Senior VET teacher(plus new competencies) • VET teacher methodologist(plus new competencies) • VET teacher expert(plus new competencies) 27/02/2008 Dublin

  21. 27/02/2008 Dublin

  22. Participants of VET teacher education VET teachers Tutors (at university) – observation of teaching Mentors (at work place) – observation of teaching, consultations in defining learning needs Stakeholders – formulating learning outcomes, participating in assessment processes 27/02/2008 Dublin

  23. Implementation of learning outcomes into curriculum 27/02/2008 Dublin

  24. Before employment to VET institution Subject qualification 3 years of experience in subject field After employment to VET institution Political, social change Employment to VET institution Learning innovations 2 years of teaching experience Technological innovations Development of social economy Pedagogical experience in VET institution Self-standing professional development Changes in VET curriculum Defining learning needs Defining learning needs Qualification upgrading Initial VET teacher education VET teacher education . 27/02/2008 Dublin

  25. Vocational Pedagogy (Initial education)Example of Vytautas Magnus University 11 study modules (in 18 months): • Introduction to Teacher Profession • Organization of Teaching and Learning • Teaching/Learning Methods and Means • Learning Guidance • School as Organisation • Vocational Education and Labor Market • Curriculum Design • Evaluation of Learning Achievements • Evaluation of Teaching Quality • Teaching Practice • Thesis Work 27/02/2008 Dublin

  26. Theoretical didactical studies at university: understanding the system of pedagogical knowledge training of pedagogical thinking Practical didactical training at VET school: gain competencies of practical pedagogical activity learning on-job VET teacher education 27/02/2008 Dublin

  27. Module 1 3 days at university Module 2 3 days at university Module N 3 days at university Experimental practice in VET school Experimental practice in VET school Organization of work place based VET teacher education . 27/02/2008 Dublin

  28. Curriculum for in-service training of VT constitutes of 3 types of modules assigned for: • acquisition of strategic vocational competencies coherent to innovations in particular vocational activities and for acquisition of strategic pedagogical competencies related to innovations in teaching curriculum; • competencies assuring acquisition of higher qualification categories described in the Standard; • meeting individual needs of VT for various competencies. They are determined by VT themselves and can be acquired in the market of in-service education in Lithuania or abroad. 27/02/2008 Dublin

  29. Mentor training proramme Content (modules): • The role and functions of mentor in VET teacher education • Observation and feedback to VET teacher pedagogical activity • Conslutations of junior VET teacher • Assisstance in acquiring competencies in carrer design • Assisstance in acquiring (and upgrading) didactical qualification • Communication and collaboration skills. Mentoring ethics • Introducing the schools culture • Assessment and evaluation competencies 27/02/2008 Dublin

  30. Formulating learning outcomes, basing on taxonomie, e.g. B. Bloom (1959) 27/02/2008 Dublin

  31. Active verbs: Išvardinkite, apibrėžkite, atgaminkite, suraskite, įvardinkite, pacituokite, suskaičiuokite, pakartokite, papasakokite, raskite, surikiuokite ir t.t. 27/02/2008 Dublin

  32. Active verbs: Susiekite, paaiškinkite, suklasifikuokite, aptarkite, apskaičiuokite, išplėtokite, apžvelkite, išverskite ir pan. 27/02/2008 Dublin

  33. Active verbs: Pritaikykite, suskaičiuokite, pakeiskite, pabaikite, pademonstruokite, atraskite, panaudokite, raskite, interpretuokite, išspręskite ir pan. 27/02/2008 Dublin

  34. Active verbs: Palyginkite, atskirkite, sugrupuokite, padarykite išvadą, išbandykite, išanalizuokite, susiekite, aptarkite, surikiuokite, išranguokite, sukritikuokite 27/02/2008 Dublin

  35. Active verbs: Pagrįskite, apibendrinkite suprojektuokite, sukurkite, suformuluokite, integruokite, suplanuokite, pasiūlykite, pertvarkykite, organizuokite, parenkite ir pan. 27/02/2008 Dublin

  36. Active verbs: Įvertinkite, įtikinkite, apginkite, pasiūlykite, numatykite, rekomenduokite, patikrinkite, pagrįskite, parinkite, palyginkite, nuspręskite ir pan. 27/02/2008 Dublin

  37. Criteria of assessment of learning achievements must be linked to learning outcomes (same content), valid, reliable equal for all, participating in the same study programme. 27/02/2008 Dublin

  38. Assessment of learning achievements 27/02/2008 Dublin

  39. Thank You for Your attention... 27/02/2008 Dublin

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