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EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS European Conference on e-Learning for All European Training strategies in Practice 15 September 2011, Dublin Heidi Paju Tallinn University, Institute of Educational Sciences heidi@tlu.ee
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Vocational teacher’s expertise 9/9/2015Heidi Paju 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?
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Theoretical framework 9/9/2015Heidi Paju Teacher’s expertise model (Helakorpi 2009) Estonian vocational teacher’s professional standard
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Teacher’s expertise model 9/9/2015Heidi Paju Pedagogical domain Substantive domain Developmental domain Organizational domain
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Teacher’s expertise model 9/9/2015Heidi Paju Pedagogical domain Substantive domain Developmental domain Organizational domain Pedagogical skills Mastery of educational process Self- development Developing profession Administration of education Know-how of teamwork Working life competence Professional know-how
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VET teacher’s professional standard 9/9/2015Heidi Paju V level IV level III level Master degree Bachelor degree Secondary education
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VET teacher’s professional standard 9/9/2015Heidi Paju 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
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Pilot-study 9/9/2015Heidi Paju Focus-group: 16 2 nd 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
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Skilled teacher’s profile 9/9/2015Heidi Paju 1. Substantive domain 2. Pedagogical domain 3. Organizational domain 4. Research and development
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Working context 9/9/2015Heidi Paju New target groups Development of labor market Organisational changes National legislation Inter- nationalisation Development of IT New approaches to learning & teaching Changing paradigms Teacher’s roles & competence requirements
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Individual professional profiles 9/9/2015Heidi Paju Pedagogical domain Substantive domain Developmental domain Organizational domain Pedagogical skills (6,11) Mastery of educational process (5,56) Self- development (4,44) Developing profession (4,0) Administration of education (4,78) Know-how of teamwork (5,67) Working life competence (7,0) Professional know-how (7,56)
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Conclusions 9/9/2015Heidi Paju 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
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Thank you! 9/9/2015Heidi Paju
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