evaluating vet-teacher's competence: reconceptualising standards european conference on...
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EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING
STANDARDS
European Conference on e-Learning for AllEuropean Training strategies in Practice
15 September 2011, Dublin
Heidi PajuTallinn University, Institute of Educational Sciences
Vocational teacher’s expertise
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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?
Theoretical framework
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Teacher’s expertise model (Helakorpi 2009)
Estonian vocational teacher’s professional standard
Teacher’s expertise model
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Pedagogicaldomain
Substantivedomain
Developmentaldomain
Organizationaldomain
Teacher’s expertise model
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Pedagogicaldomain
Substantive
domain
Developmentaldomain
Organizationaldomain
Pedagogicalskills
Masteryof educational
process
Self-development
Developingprofession
Administration ofeducation
Know-howof
teamwork
Workinglife
competence
Professionalknow-how
VET teacher’s professional standard
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V level
IV level
III level
Master degree
Bachelor degree
Secondary education
VET teacher’s professional standard
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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
Pilot-study
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Focus-group: 16 2nd 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
Skilled teacher’s profile
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1. Substantive domain2. Pedagogical domain3. Organizational domain4. Research and development
Working context
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New targetgroups
Developmentof labormarket
Organisationalchanges
Nationallegislation
Inter-nationalisation
Developmentof IT
New approachesto learning & teaching
Changingparadigms
Teacher’s roles &
competence
requirements
Individual professional profiles
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Pedagogicaldomain
Substantive
domain
Developmentaldomain
Organizationaldomain
Pedagogicalskills
(6,11)
Masteryof educationalprocess (5,56)
Self-development
(4,44)
Developingprofession (4,0)
Administration ofeducation
(4,78)
Know-howof
teamwork(5,67)
Workinglife
competence(7,0)
Professionalknow-how (7,56)
Conclusions
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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