EVALUATING VETTEACHERS COMPETENCE RECONCEPTUALISING STANDARDS Heidi Paju Tallinn

EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING STANDARDS Heidi Paju Tallinn University, Institute of Educational Sciences heidi@tlu. ee European Conference on e-Learning for All European Training strategies in Practice 15 September 2011, Dublin

Vocational teacher’s expertise 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 9/30/2020

Theoretical framework Teacher’s expertise model (Helakorpi 2009) Estonian vocational teacher’s professional standard Heidi Paju 9/30/2020

Teacher’s expertise model Pedagogical domain Substantive domain Heidi Paju Developmental domain Organizational domain 9/30/2020

Teacher’s expertise model Pedagogical domain Pedagogical skills Selfdevelopment Mastery of educational process Professional know-how Substantive domain Heidi Paju Working life competence Developmental domain Developing profession Administration of education Know-how of teamwork Organizational domain 9/30/2020

VET teacher’s professional standard Heidi Paju V level Master degree IV level Bachelor degree III level Secondary education 9/30/2020

VET teacher’s professional standard IV level 1. Creating and developing positive teaching-learning environment 2. Planning and analyzing learning-process 3. Analyzing and assessing students’ learning outcomes 4. Knowledge of school as working environment 5. Self-reflection and self-development through life-long learning 6. Supporting students’ development 7. Development of profession Heidi Paju 9/30/2020

Pilot-study Focus-group: 16 2 nd year students Teaching Average experience up to 2 years age 36 years Specialties: service, production, military Evaluation of competences scale: 10 Heidi Paju 0 – not competent – very competent 9/30/2020

Skilled teacher’s profile 1. 2. 3. 4. Substantive domain Pedagogical domain Organizational domain Research and development Heidi Paju 9/30/2020

Working context Organisational changes National legislation Internationalisation Teacher’s roles & competenc e requiremen ts Development of labor market Heidi Paju Development of IT New target groups New approaches to learning & teaching Changing paradigms 9/30/2020

Individual professional profiles Pedagogical domain Pedagogical skills (6, 11) Mastery of educational process (5, 56) Professional know-how (7, 56) Substantive domain Heidi Paju Working life competence (7, 0) Selfdevelopment (4, 44) Developmental domain Developing profession (4, 0) Administration of education (4, 78) Know-how of teamwork (5, 67) Organizational domain 9/30/2020

Conclusions 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 9/30/2020

Thank you! Heidi Paju 9/30/2020