VET teacher education at NCE

1. VET teacher education at NCE NCE, Metropolitan University College

2. 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

3. NCE Susanne 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 personally • The 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

4. NCE Susanne 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

5. 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

6. 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

7. 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

8. Learningoutcomes (examples) • Teaching and learning, - the teacher student: • Is able to develop his/her own VET pedagogicalpractice in cooperationwith participants and colleagues • Is able to reflecton, develop and transformdifferentways of organisingteaching arrangements • Develops his/her owncompetences for life long learning • Planningteaching and didactic – the teacher student: • Is able to develop his/her own VET pedagogicalpractice in the field of tension betweeneducation, VET subjects, the qualificationneeds of the labourmarket and the demands of the overall society • Canindependentlydevelopteachingsequenses, buildingondidacticalconsiderations and reflectiononownpractice • Develops his/her owncompetences for life long learning

9. Didactics for teachers in subjects and professionsHilde Hiim and Else Hippe, Norwegiandidacticscientists 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

10. 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

11. From content orientation to learning process orientation

12. Our basis is a sustainable didactic where knowledge is most valuable when it is translated into practice

13. From Ministerial order to teaching in VET The didacticalprocess in a VET context: • An analysis of the learningoutcomes 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 • Whenyou look at the subject in the view of the profession it is important to have in mind the currentthemes of the day (i.e. sustainability, competition from Asia) • Often it is necessary to look outside the individualsubject

14. From Ministerial Order to teaching – consideration in the teacher team • Inportantwith a shared interpretation of the learningoutcomes as the teacher team • Gets a sharedpicture of the teaching in the department • Verbalize the individualteacher’sunderstanding of the learningoucomes • Realiseswhethersomething new in the tradedemands a new way of teaching • Gets an opportunity to use all talents in the development of the teaching • Develops a sharedview of the most importantchallenges of the teaching • Getsproud of being VET teachers • Analyses what the team can do – and wheretheyneedfurtherdevelopment of new colleagues

15. 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?

16. 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

17. Learning processes Learning processes (Learning environment, how the Learning processes are structured) Input (Ministerial Orders etc.) Output (Competences)