Consecutive Pedagogical Education In Danish VET and upper secundary level

Novi Sad, June 6th 2011Tempus IV MASTS

NCE, Metropolitan University College

NCESusanne 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

Many ways to reach the goal – possibility for flexibility at all levels

•

NCESusanne Gottlieb

The VET apprenticeExample from a handbook for employment of apprentices in a big Danish

company (Danfoss)

Personal skillsinitiativeresponsibleflexiblegoal-orientedIndependent

Social skillssocially activeunderstanding of the worldesprit-de-corpscooperation

Professional potentialsrelevant school back groundsatisfying professional levelknowledge in Danish, English and Germanread, arithmetic, writebe able to work interdisciplinary

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 getexperience

• Encourage• Support• Facilitate • Ensure reflection

Reflect andget moreknowledge

KnowledgeincludesKey Competences

Reflect onexperience

Use differentlearning techniques

Support students’learning activitiesand learning techniques

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

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

NCE/TES

What charactarises the good teacher?

Relation competence Competence 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

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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

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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

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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

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)

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

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NCE/TES

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

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