Transcript Evaluating Vet-Teacher`s Competence:Reconceptualising

EVALUATING VET-TEACHER'S COMPETENCE:
RECONCEPTUALISING STANDARDS
Heidi Paju
Tallinn University, Institute of Educational Sciences
[email protected]
European Conference on e-Learning for All
European Training strategies in Practice
15 September 2011, Dublin
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 selfevaluation tool for novice teachers?
Heidi Paju
4/24/2020
Theoretical framework


Teacher’s expertise model (Helakorpi 2009)
Estonian vocational teacher’s professional standard
Heidi Paju
4/24/2020
Teacher’s expertise model
Pedagogical
domain
Substantive
domain
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Developmental
domain
Organizational
domain
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Teacher’s expertise model
Pedagogical
domain
Pedagogical
skills
Mastery
of educational
process
Professional
know-how
Substantive
domain
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Working
life
competence
Selfdevelopment
Developmental
domain
Developing
profession
Administration of
education
Know-how
of
teamwork
Organizational
domain
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VET teacher’s professional standard
Heidi Paju
V level
Master degree
IV level
Bachelor degree
III level
Secondary education
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VET teacher’s professional standard
IV level

Creating and developing positive teaching-learning environment
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Planning and analyzing learning-process
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Analyzing and assessing students’ learning outcomes
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Knowledge of school as working environment

Self-reflection and self-development through life-long learning

Supporting students’ development

Development of profession
Heidi Paju
4/24/2020
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:
 10
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0 – not competent
– very competent
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Skilled teacher’s profile
1.
2.
3.
4.
Substantive domain
Pedagogical domain
Organizational domain
Research and development
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4/24/2020
Working context
Organisational
changes
National
legislation
Internationalisation
New target
groups
Teacher’s
roles &
competence
requirements
Development
of labor
market
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Development
of IT
New approaches
to learning & teaching
Changing
paradigms
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Individual professional profiles
Pedagogical
domain
Pedagogical
Selfskills development
(6,11)
(4,44)
Mastery
of educational
process (5,56)
Professional
know-how (7,56)
Substantive
domain
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Working
life
competence
(7,0)
Developmental
domain
Developing
profession (4,0)
Administration of
education
(4,78)
Know-how
of
teamwork
(5,67)
Organizational
domain
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Conclusions
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
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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
Heidi Paju
4/24/2020
Thank you!
Heidi Paju
4/24/2020