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Consecutive Pedagogical Education In Danish VET and upper secundary level Novi Sad, June 6th 2011 Tempus IV MASTS NCE, Metropolitan University College
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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
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Many ways to reach the goal – possibility for flexibility at all levels
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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