VET teacher education at NCE

NCE, Metropolitan University College

NCE / Metropol

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

onsdag 3. maj 2023

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

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

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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NCE/TES

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

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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 / Metropol

Didactics for teachers in subjects and professions

Hilde Hiim and Else Hippe, Norwegian didactic scientists

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

onsdag 3. maj 2023

Side 9

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

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From content orientation to learning process orientation

onsdag 3. maj 2023 Side 11

NCE / Metropol

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

Relation competence Competence in classroom management

Vocational didactic competence

• Cooperation on the task• Visualize the pedagogical

challenge• Sparring with students

and colleagues • Facilitation • Focus on communities of

practice

• Develop the learning environment in the classroom/ the workshop

• Structures and mutual expectations

• Develop common norms and ”traffic regulations”

• Differentiation

• Starting point in authentic challenges

• A diversity of methods • An interdiciplinary

educational plan• Close contact school

company• Innovation in the core of

the programme

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Side 12

13

From Ministerial order to teaching in VET

The didactical process in a VET context: • An analysis of the learning outcomes 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• When you look at the subject in the view of the profession it is

important to have in mind the current themes of the day (i.e. sustainability, competition from Asia)

• Often it is necessary to look outside the individual subject

NCE/TES

From Ministerial Order to teaching – consideration in the teacher team

• Inportant with a shared interpretation of the learning outcomes as the teacher team – Gets a shared picture of the teaching in the department– Verbalize the individual teacher’s understanding of the learning

oucomes– Realises whether something new in the trade demands a new way of

teaching– Gets an opportunity to use all talents in the development of the

teaching– Develops a shared view of the most important challenges of the

teaching– Gets proud of being VET teachers– Analyses what the team can do – and where they need further

development of new colleagues

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NCE/TES

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?

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NCE/TES

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

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Learning processes

Input(Ministerial Orders etc.)

Learning processes(Learning environment, how the

Learning processes are structured) Output(Competences)