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? Paralleltitel: Proti kompetencnemu sistemu poklicnega izobrazevanja - kaj bo proces zahteval od izobrazevanja uciteljev in uciteljevih vlog?
Quelle	In: CEPS journal, 5 (2015) 2, S. 13-34Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-109883
Schlagwörter	Empirische Untersuchung; Interview; Einstellung (Psy); Verhaltensmuster; Lehrer; Lehrerbildung; Lehrerkooperation; Individualismus; Berufsbildung; Arbeitsplatz; Berufsbildendes Schulwesen; Lebenslanges Lernen; Kooperationsbereitschaft; Kollege; 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 problem¬atic 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 experi¬enced vocational teachers at all educational levels (N=30). The data col¬lection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theo¬retical 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 obsta¬cles refer to teachers' self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were con¬nected to the changing practices and desire of sharing with colleagues. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/4