EVALUATING VET-TEACHER'S COMPETENCE: RECONCEPTUALISING

STANDARDS

European Conference on e-Learning for AllEuropean Training strategies in Practice

15 September 2011, Dublin

Heidi PajuTallinn University, Institute of Educational Sciences

heidi@tlu.ee

Vocational teacher’s expertise

04/19/23Heidi Paju

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 self-evaluation tool for novice teachers?

Theoretical framework

04/19/23Heidi Paju

Teacher’s expertise model (Helakorpi 2009)

Estonian vocational teacher’s professional standard

Teacher’s expertise model

04/19/23Heidi Paju

Pedagogicaldomain

Substantivedomain

Developmentaldomain

Organizationaldomain

Teacher’s expertise model

04/19/23Heidi Paju

Pedagogicaldomain

Substantive

domain

Developmentaldomain

Organizationaldomain

Pedagogicalskills

Masteryof educational

process

Self-development

Developingprofession

Administration ofeducation

Know-howof

teamwork

Workinglife

competence

Professionalknow-how

VET teacher’s professional standard

04/19/23Heidi Paju

V level

IV level

III level

Master degree

Bachelor degree

Secondary education

VET teacher’s professional standard

04/19/23Heidi Paju

Creating and developing positive teaching-learning environment

Planning and analyzing learning-process Analyzing and assessing students’ learning outcomes Knowledge of school as working environment Self-reflection and self-development through life-long learning Supporting students’ development Development of profession

IV level

Pilot-study

04/19/23Heidi Paju

Focus-group: 16 2nd year students Teaching experience up to 2 years Average age 36 years Specialties: service, production, military

Evaluation of competences scale: 0 – not competent 10 – very competent

Skilled teacher’s profile

04/19/23Heidi Paju

1. Substantive domain2. Pedagogical domain3. Organizational domain4. Research and development

Working context

04/19/23Heidi Paju

New targetgroups

Developmentof labormarket

Organisationalchanges

Nationallegislation

Inter-nationalisation

Developmentof IT

New approachesto learning & teaching

Changingparadigms

Teacher’s roles &

competence

requirements

Individual professional profiles

04/19/23Heidi Paju

Pedagogicaldomain

Substantive

domain

Developmentaldomain

Organizationaldomain

Pedagogicalskills

(6,11)

Masteryof educationalprocess (5,56)

Self-development

(4,44)

Developingprofession (4,0)

Administration ofeducation

(4,78)

Know-howof

teamwork(5,67)

Workinglife

competence(7,0)

Professionalknow-how (7,56)

Conclusions

04/19/23Heidi Paju

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

Thank you!

04/19/23Heidi Paju