Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?

Autor/inn/en	Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja; Kepanen, Pirkko
Titel	Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?
Quelle	In: Center for Educational Policy Studies Journal, 5 (2015) 2, S.13-34 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Competency Based Education; Vocational Education; Professional Identity; Vocational Education Teachers; Beginning Teachers; Experienced Teachers; Interviews; Questionnaires; Qualitative Research; Teacher Collaboration; Barriers; Competency Based Teacher Education; Workplace Learning; Secondary School Teachers; College Faculty; Teacher Attitudes; Teaching Experience; Finland + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Ausbilder; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Fragebogen; Qualitative Forschung; Lehrerkooperation; Fakultät; Lehrerverhalten; Finnland
Abstract	Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N = 30). The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers' self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01