VET teacher education at NCE NCE, Metropolitan University College.
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Transcript of VET teacher education at NCE NCE, Metropolitan University College.
VET teacher education at NCE
NCE, Metropolitan University College
NCE / Metropol
The overall aim of the diploma education for VET teachers is to develop teachers who is able to reflect upon their own practice before during and after the teacheing
onsdag 3. maj 2023
NCESusanne 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 personallyThe 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
NCESusanne Gottlieb
Teacher competenciesErling 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
NCE/TES
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
onsdag 3. maj 2023Side
5
NCE/TES
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
onsdag 3. maj 2023Side
6
NCE/TES
6 modules– M1: Teaching and learning in VET
- obligatory module, 10 ECTS-point – M2: Planning and didactics in VET
- obligatory module, 10 ECTS-point– M3: Pedagogical science theory
- obligatory module, 5 ECTS-point– Optional module: The participants in VET programmes
- optional module, 10 ECTS-point– Optional module: VET development
- optional module, 10 ECTS-point
– Final thesis: - obligatory module, 15 ECTS-points
onsdag 3. maj 2023Side
7
NCE/TES
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
onsdag 3. maj 2023Side
8
NCE / Metropol
Didactics for teachers in subjects and professions
Hilde Hiim and Else Hippe, Norwegian didactic scientists
The important thing for a professional is not to learn how to sew, but to become a good tailor
The important thing for a teacher student is not to learn all the subject-theoretical stuff by hearth, but to become a good teacher
onsdag 3. maj 2023
Side 9
From content oriented didactics to process oriented didactics
• Content oriented didactic:
• Goal• content
• Proces oriented didactic:
• Goal• Content• Learning process• The learners’
prerequisites• Evaluation • Learning environment
onsdag 3. maj 2023 Side 10
From content orientation to learning process orientation
onsdag 3. maj 2023 Side 11
NCE / Metropol
Our basis is a sustainable didactic where knowledge is most valuable when it is translated into practice
Relation competence Competence in classroom management
Vocational didactic competence
• Cooperation on the task• Visualize the pedagogical
challenge• Sparring with students
and colleagues • Facilitation • Focus on communities of
practice
• Develop the learning environment in the classroom/ the workshop
• Structures and mutual expectations
• Develop common norms and ”traffic regulations”
• Differentiation
• Starting point in authentic challenges
• A diversity of methods • An interdiciplinary
educational plan• Close contact school
company• Innovation in the core of
the programme
onsdag 3. maj 2023
Side 12
13
From Ministerial order to teaching in VET
The didactical process in a VET context: • An analysis of the learning outcomes of subject in the VET
programme• Choise of contents• Organisation of the teaching
In consideration of the reason, the tradition and the need of renewal of the subject
• Subjects and interdiciplinarity• When you look at the subject in the view of the profession it is
important to have in mind the current themes of the day (i.e. sustainability, competition from Asia)
• Often it is necessary to look outside the individual subject
NCE/TES
From Ministerial Order to teaching – consideration in the teacher team
• Inportant with a shared interpretation of the learning outcomes as the teacher team – Gets a shared picture of the teaching in the department– Verbalize the individual teacher’s understanding of the learning
oucomes– Realises whether something new in the trade demands a new way of
teaching– Gets an opportunity to use all talents in the development of the
teaching– Develops a shared view of the most important challenges of the
teaching– Gets proud of being VET teachers– Analyses what the team can do – and where they need further
development of new colleagues
onsdag 3. maj 2023Side
14
NCE/TES
Translation model
• Shared analysis, understanding and interpretation of the learning outcomes
• Translation of learning outcomes to learning activities (what the students are supposed to learn)
• Distribution of the learning outcomes in the school period• Contents – which contents are the students going to work with?• Taxonomy – at which level are students going to work with the
learning outcome?• Activities, forms of knowledge (what, why, when how), learning
processes – what are the students supposed to do?• The teacher’s role – what is the teacher supposed to do?
onsdag 3. maj 2023Side
15
NCE/TES
Describing learning outcomes
• Action verbs• Knowledge: List, define, tell, describe, identify, show, label collect, examine, tabulate,
quote, name, outline, recognise, state• Comprehension: Summarise, describe, interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss, extend• Application: Apply, demonstrate, calculate, complete, illustrate, show, solve, examine,
modify, relate, change, classify, compute• Analysis: Analyse, separate, order, explain, connect, classify, infer, arrange, divide,
compare, contrast, select, distinguish• Synthesis: Combine, integrate, modify, rearrange, substitute, plan, create, design,
compose, formulate, prepare, compile• Evaluation: Assess, decide, rank, grade, test, measure, recommend, convince, select,
judge, explain, support, conclude, compare, appraise, evaluate, justify, interpret, critique
onsdag 3. maj 2023Side
16
Learning processes
Input(Ministerial Orders etc.)
Learning processes(Learning environment, how the
Learning processes are structured) Output(Competences)