w w w . a o k k . f i
Developing systems for vocational teacher qualification improvement
Kaunas 28 June 2007
Kristiina Volmari
Vocational Teacher Qualification Improvement: Conception and experience in
Finland
w w w . a o k k . f i
Basic ideologies affecting VET teacher education
Little regulation: strong autonomy of institutions
Trust in local actors
Close connection between theory and practice
Prominent role of the world of work
Teachers reflective practitioners
w w w . a o k k . f i
How is VET TE regulated in Finland?
Qualification requirements:
Higher education degree3 years of work experience
60 ECTS pedagogical training
w w w . a o k k . f i
Regulation concerning pedagogical training
1) Studies in pedagogy
2) Studies in vocational education & pedagogy
3) Teaching practice
4) Other studies
w w w . a o k k . f i
Instead of regulation – “Self-steering”
Voluntary cooperation between TE institutions
= Joint strategy
= Regular meetings of directors
= Joint 2-day seminar for all staff every year
Competition for students
Quality assurance: self-evaluation
w w w . a o k k . f i
Competences acquired in TE(example HAMK)
1. Developing the self
2. Interaction and communication
3. Vocational pedagogy & instruction
4. Understanding the operational environment
5. Development and change
Competence and qualification in vocational field
w w w . a o k k . f i
Example of content (HAMK)5. Development and changeThe teacher student can:
research and develop teacher’s work and quality of educationanticipate changes in working life and needs for change understand, initiate and implement change processes, e.g. projects solve problems and make decisions creatively in his/her work acquire and process information of own field and evaluate it critically
w w w . a o k k . f i
Development of the TE curriculum
Independently by all VET TE institutions
Every 1-2 years
All staff participate
Signals from the field: most teacher students already working as teachers
Signals from the wider world: R & D prominent part of activities
Top Related