Researching and evaluating teacher competences – Croatian perspective Vlasta Vizek Vidovic University of Zagreb, Croatia Belgrade, 26th. January 2010.

Some starting assumptions Stakeholders in TED should: Understand the concept of competences as learning outcomes Recognize the benefits of competence-based curriculum for quality assurance in TED Achieve consensus on the professional competence profile as a starting point for planning teacher education Be willing and capable to adopt evidence-based approach in identification of teacher key competences Be aware of the complementary role of research and evaluation in such evidence-based approach

Purpose and use of R & E Distinctions and common point RESEARCH Researchers set own agenda-autonomous Results are public Search for general principles Time scale open Used to further knowledge Judged by the contribution to the field Quality criteria: external and internal validity EVALUATION Evaluators work on client given agenda Results might be for restricted audience Search for concrete problem solution Time scale restricted Used to inform decisions Judged against chosen parameters Quality criteria: utility, credibility Commonground:applicationof soundresearchmethodologyI Glass & Smith, 1987.

Definition of degree profileIdentification of resources Program design: definition of learning outcomes as generic & specific competences EVALUATION of overall program quality Construction of curricula content and structure Types of assessment of learning outcomes Teaching and learning approaches Research and evaluation in the development of the competence - based curriculum for TED Tuning general brochure, 2006 RESEARCH of teacher competences Professional profile Program improvement

Exploratory study “Development of a model of teacher life-long education” ( ) Goal: Examine perceptions of teachers (academic educators and teacher students) on the acquisition of relevant competences during initial and in-service education Sample: 121 elementary school: 1334 classroom teachers 2134 subject teachers 32 secondary schools: 436 comprehensive school teachers 608 vocational school teachers

Average satisfaction with acquired competences during initial education Ratings are the average of 20 teacher competences On the scale of 1 = not at all to 4 = completely Elementary Elementary Comprehensive Vocational Class teachers Subject teachers

Below average ratings of competences acquired in initial teacher education- elementary schools COMPETENCES RANK Class teachers RANK Subject teachers Use of ICT skills in the classroom11 Capability to work with students with behavioral and emotional problems 22 Capability to work with students with learning difficulties 33 Capability to work with gifted students47 Knowledge of educational legislation56 Communication and social skills with parents65 Knowledge on human rights and civil society78 Use of interactive teaching skills8- Classroom management skills-4 Rank 1 means the lowest rating of the competence level attainment in ITE

Below average ratings of competences acquired in initial teacher education- secondary schools Rank 1 means the lowest rating of the competence level attainment in ITE COMPETENCES RANK compreh ensive RANK vocational Capability to work with students with learning difficulties 12 Capability to work with students with behavioral and emotional problems 23 Use of ICT skills in the classroom 31 Classroom management skills 44 Knowledge of school legislation 56 Communication and social skills with parents 68.5 Capabilities to work with gifted students 78.5 Knowledge on human rights and civil society 85 Ecological awareness 97 Use of interactive teaching skills 10

Competences to be developed within in-service education (ranks based on the response frequencies – open question) COMPETENCES Elementary schools Secondary schools Capability to work with students with learning and behaviour difficulties 13 Use of ICT skills in the classroom22 Capability to work with gifted students35 Skills of student centred approach in teaching41 Communication and social skills for parents and students 56 Assessment and monitoring of students achievements67 New knowledge in own academic discipline74

Future challenges for teacher competence research and evaluation in Croatian context Introduction of multidimensional assessment in TED: ► Assessment of learning (summative) ► Assessment for learning (formative) ► Assessment as learning (reflective practice) Building firm links between research/evaluation and improvement of study programs as a part of QA system Raising awareness about the need for both research ON and IN teacher education Recognition of capacity for research and reflection as important transferable competence in TED

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