Presentation is loading. Please wait.

Presentation is loading. Please wait.

Consecutive Pedagogical Education In Danish VET and upper secundary level Novi Sad, June 6th 2011 Tempus IV MASTS NCE, Metropolitan University College.

Published byAusten Gibson Modified over 9 years ago

Similar presentations

Presentation on theme: "Consecutive Pedagogical Education In Danish VET and upper secundary level Novi Sad, June 6th 2011 Tempus IV MASTS NCE, Metropolitan University College."— Presentation transcript:

1 Consecutive Pedagogical Education In Danish VET and upper secundary level Novi Sad, June 6th 2011 Tempus IV MASTS NCE, Metropolitan University College

2 NCE Susanne Gottlieb VET-teachers Approx. 15000 teachers in the vocational schools in Denmark, from: - Technical Colleges, - Business Colleges, - Agricultural Colleges, - Health Care Colleges, - Nautial Colleges, - Production schools, - Labour Market Training Centres

3 Many ways to reach the goal – possibility for flexibility at all levels

4 NCE Susanne Gottlieb The VET apprentice Example from a handbook for employment of apprentices in a big Danish company (Danfoss) Personal skills initiative responsible flexible goal-oriented Independent Social skills socially active understanding of the world esprit-de-corps cooperation Professional potentials relevant school back ground satisfying professional level knowledge in Danish, English and German read, arithmetic, write be able to work interdisciplinary

5 An environment for improving students learning-to-learn competence Learning outcomes: Knowledge Skills Competence Activities Experience Reflection Knowledge Finding relevant activities Formulate the problems Seek information Evaluate Solve problems Present results David Kolb’s learning cycle Do and get experience Encourage Support Facilitate Ensure reflection Reflect and get more knowledge Knowledge includes Key Competences Reflect on experience Use different learning techniques Support students’ learning activities and learning techniques

6 NCE Susanne Gottlieb Teacher competencies Erling Lars Dale, Norwegian professor of school development Competence level 1: Carry out teaching/education (relation teacher - student) Development-of-performance Competence level 2: Develop local educational plans (relation teacher - teacher) Development-for-performance Competence level 3: construction of new practical theory (relation teacher - theory - practice) – meta Life long learning

7 The Danish Institute for Educational Training of Vocational Teachers New teacher roles and functions Facilitator, coach, dialogue partner for the student –Role model in the student’s professional learning process Team development of flexible professionally oriented learning activities –Interdisciplinary T-S-L activites (including making learning objectives/ units) –Structuring a flexible learning environment –Team work on following up of the individual student Life long pedagogical development –School development projects

8 NCE/TES Tekstside Underrubrik i fed tekst. For regular brødtekst klik på "forøge / mindske listeniveau" What charactarises the good teacher? Relation competenceCompetence in classroom management Competence in the subject and in the subject’s didactic Appreciative approach Communikation Feedback Coaching A contructive learning environment in the classroom/ in the workshop Structures ”Traffic regulations” Differentiation Diversity of methods Teacher team planning Cooperation between school and the world outside Entrepreneurial learning in every subject 24. december 2015 Side 8

9 NCE/TES Tekstside med bullets Niveauer ændres med "forøge / mindske listeniveau" Principles of VET diploma Competence-based Described in learning outcomes Professional and personal development Connecting the VET teachers special domains Substantive domain Pedagogical domain Research domain Organisational domain VET pedagogical programme for all VET teachers and trainers 24. december 2015 Side 9

10 NCE/TES Tekstside med bullets Niveauer ændres med "forøge / mindske listeniveau" Principles of VET diploma (continued) Students centred learning The needs of the student are in the centre Diffentiated, student activating methods Facilitating learning To develop the teachers as reflective practioners Connecting theoretical knowledge with practical experience Reflection-in-action – reflection-on-action 24. december 2015 Side 10

11 NCE Susanne Gottlieb Aim of the VET diploma – the teacher student will: Acquire foundations for working in providing vocational education, training and development  Focus on competences  “Applied pedagogy” Develop professionally and personally  The teacher’s competence consists of professional and generic elements (“know that”, “know how”, “know why”, “know when” Acquire foundations for further and continuous pedagogical development  Adequate basis for lifelong learning

12 6 modules Teaching and learning (10 ECTS) Planning – didactic (10 ECTS) Pedagogical science theory (5 ECTS) The VET participants (10 ECTS) Development of the VET system (10 ECTS) Final thesis (15 ETCS)

13 NCE/TES Tekstside med bullets Niveauer ændres med "forøge / mindske listeniveau" Learning outcomes (examples) Teaching and learning, - the teacher student: – Is able to develop his/her own VET pedagogical practice in cooperation with participants and colleagues – Is able to reflect on, develop and transform different ways of organising teaching arrangements – Develops his/her own competences for life long learning Planning teaching and didactic – the teacher student: – Is able to develop his/her own VET pedagogical practice in the field of tension between education, VET subjects, the qualification needs of the labour market and the demands of the overall society – Can independently develop teaching sequenses, building on didactical considerations and reflection on own practice – Develops his/her own competences for life long learning 24. december 2015 Side 13

14 NCE/TES Tekstside med bullets Niveauer ændres med "forøge / mindske listeniveau" challanges Challange norms, rutines – What is a school? – What is a teacher suppose to do? – What is it to be a pupil, a student? Learn from observing, questioning, reflecting – In the class room – In the school – In the surrounding society – Research on subject, on pedagogic, on implementation in the organisation The future teachers must be able to create learning activitites supporting the learning outcomes connecting theory and practice – how to teach the students knowledge, skills and competences (know that, know how, know why, and know when) The school management must support the teachers’ in – creating ideas (relevant for the students to learn the core of the subject) – developing these ideas together with teacher colleagues – and students – daring to experiment (and make failures – and learn from them) – reflecting on how to improve the teaching 24. december 2015 Side 14

Download ppt "Consecutive Pedagogical Education In Danish VET and upper secundary level Novi Sad, June 6th 2011 Tempus IV MASTS NCE, Metropolitan University College."

Similar presentations

Initial Training and In-service training of career teachers and students advisors in secondary education, example of the federal province of Styria,

Initial Training and In-service training of career teachers and students advisors in secondary education, example of the federal province of Styria,
VET and adult learning in Iceland Presentation for guests from Lithuania, 4 December, 2012 Ólafur Grétar Kristjánsson, adviser.

VET and adult learning in Iceland Presentation for guests from Lithuania, 4 December, 2012 Ólafur Grétar Kristjánsson, adviser.
Four types of upper secondary academically orientated programmes Stx (“The Gymnasium”) Hhx Htx Hf Focus: Preparation for higher education.

Four types of upper secondary academically orientated programmes Stx (“The Gymnasium”) Hhx Htx Hf Focus: Preparation for higher education.
Bologna Process in terms of EU aims and objectives

Bologna Process in terms of EU aims and objectives
Activation conference EULA - IDA About Danish Production Schools and your 3 partner schools in DK.

Activation conference EULA - IDA About Danish Production Schools and your 3 partner schools in DK.
Employability in context of the Bologna Process Gayane Harutyunyan Bologna Secretariat Yerevan, 15-16 May 2014.

Employability in context of the Bologna Process Gayane Harutyunyan Bologna Secretariat Yerevan, May 2014.
LIFELONG LEARNING PROGRAMME & FORTHCOMING PROGRAMME.

LIFELONG LEARNING PROGRAMME & FORTHCOMING PROGRAMME.
DYNAMIC MODEL DY.MO.VO.TRA. A NEW WAY TO SUPPORT TEACHERS’ PROFESSIONALISM FOR IMPROVING THE QUALITY OF EUROPEAN SCHOOL IN THE KNOWLEDGE SOCIETY KEY ACTION.

DYNAMIC MODEL DY.MO.VO.TRA. A NEW WAY TO SUPPORT TEACHERS’ PROFESSIONALISM FOR IMPROVING THE QUALITY OF EUROPEAN SCHOOL IN THE KNOWLEDGE SOCIETY KEY ACTION.
Integration of Workplace Learning in Vocational Teacher Education Courses for supervisors and vocational teachers.

Integration of Workplace Learning in Vocational Teacher Education Courses for supervisors and vocational teachers.
Croatian Chamber of Trades and Crafts APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM Mr.sc. Olga Lui Mirela Franović,

Croatian Chamber of Trades and Crafts APPRENTICESHIP AS A SUCCESSFUL TRADITION AND AN INNOVATION IN CROATIAN EDUCATION SYSTEM Mr.sc. Olga Lui Mirela Franović,
VET Teachers for the Future – Professional Development Certificate Finland Dr. Seija Mahlamäki-Kultanen, Dean Häme University of Applied Sciences (HAMK)

VET Teachers for the Future – Professional Development Certificate Finland Dr. Seija Mahlamäki-Kultanen, Dean Häme University of Applied Sciences (HAMK)
CONCLUSIONS and SUGGESTIONS. The Conclusions and Suggestions drawn up in this section includes the opinions about the general approaches for the applications.

CONCLUSIONS and SUGGESTIONS. The Conclusions and Suggestions drawn up in this section includes the opinions about the general approaches for the applications.
Education and Training 2010 Peer Learning Activity, Vilnius 2009 Policy approaches to Practical Classroom Training in ITE.

Education and Training 2010 Peer Learning Activity, Vilnius 2009 Policy approaches to Practical Classroom Training in ITE.
Vocational educational system in Poland Partnership for entrepreneurship, Kick of meeting, 3-4.12.2013 Łódź.

Vocational educational system in Poland Partnership for entrepreneurship, Kick of meeting, Łódź.
For learning and competence VET CONTACT SEMINAR 17-18 February 2005 MACHINERY AND METAL TECHNOLOGY ELECTRICAL ENGINEERING VEHICLES AND TRANSPORTATIONPOLICY.

For learning and competence VET CONTACT SEMINAR February 2005 MACHINERY AND METAL TECHNOLOGY ELECTRICAL ENGINEERING VEHICLES AND TRANSPORTATIONPOLICY.
LEARNING OUTCOME APPROACHES IN VET CURRICULA IN FINLAND 2 nd International Workshop on Curriculum Innovation and Reform, Thessaloniki, 20-21, January 2011.

LEARNING OUTCOME APPROACHES IN VET CURRICULA IN FINLAND 2 nd International Workshop on Curriculum Innovation and Reform, Thessaloniki, 20-21, January 2011.
Challenges for Subject Teacher Education Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University.

Challenges for Subject Teacher Education Jari Lavonen Professor of Physics and Chemistry Education Department of Applied Sciences of Education, University.
NATIONAL AGENCY FOR VOCATIONAL EDUCATION AND TRAINING, BULGARIA The 4th meeting of the SEEVET-Net 11-12 July, 2011 Chisinau, Moldova.

NATIONAL AGENCY FOR VOCATIONAL EDUCATION AND TRAINING, BULGARIA The 4th meeting of the SEEVET-Net July, 2011 Chisinau, Moldova.
Initial (pre-service) VET teacher and trainer training (university based, consecutive model for VET teachers/trainers) Performers: - University of Ljubljana.

Initial (pre-service) VET teacher and trainer training (university based, consecutive model for VET teachers/trainers) Performers: - University of Ljubljana.
INITIAL AND IN-SERVICE TRAINING OF PRACTITIONERS AND RESEARCH IN THE FIELD OF GUIDANCE IN FINLAND Professor Marjatta Lairio University of Jyväskylä Department.

INITIAL AND IN-SERVICE TRAINING OF PRACTITIONERS AND RESEARCH IN THE FIELD OF GUIDANCE IN FINLAND Professor Marjatta Lairio University of Jyväskylä Department.

Similar presentations

Ads by Google