PROFF – Professionalisation of VET teachers for the future - Europa

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4.1.4. Target groups and teacher roles ................................................................ 354.1.5. Accreditation............................................................................................. 364.1.6. Overcoming teacher resistance.................................................................. 364.1.7. Challenges for teacher training ................................................................. 374.2. Recommendations .................................................................................................. 374.2.1. Recommendations for policy-makers........................................................ 374.2.2. Recommendations for practitioners .......................................................... 38List of terms and abbreviations ................................................................................................ 41Annex 1 PROFF: collected cases............................................................................. 43Annex 2: Description of analysed cases ................................................................... 47Bibliography............................................................................................................................. 594
Executive summaryThis report describes the results of a research project entitled ‘Professionalisation of VETteachers for the future’ (PROFF). The project was jointly coordinated by TTnet Denmark andTTnet Finland. The Dutch, French, Italian, Norwegian and Portuguese TTnets were partners.PROFF is based on previous work done within the TTnet and builds on findings and resultspresented at the TTnet workshop in Helsinki in 2001. The aim of this workshop was toidentify current and future challenges for VET teachers. The challenges identified during theproceedings included: the need to provide vocational education to new target groups;changing paradigms in educational theory and the trend towards student centred approaches,the increasing role of information and communication technology (ICT) as an educational anda management tool, new developments in labour markets, changes in national VET legislationand in the way VET is organised and the impact of internationalisation. In this setting, thegoal of PROFF is to look at the way in which these challenges are being met in the EUMember States, to identify ‘cases of good practice and to disseminate and discuss thesecases at European level via the national TT-networks’.The project is based on case studies collected by the national TTnets. Each of the participatingcountries (Denmark, Finland, France, Italy, the Netherlands, Norway and Portugal) was askedto collect four or five case studies. Of these, 10 cases were then selected for in-depthinvestigation.The investigation showed that many countries are facing a shortage of VET educators orexpect to face such a shortage soon. This makes it imperative to improve teacher and trainertraining. Many VET reforms have not paid enough attention to this issue.The study found that, in all the countries studied, VET reform has had a major impact onorganising teaching and on teachers’ working practices and teaching techniques. In manyEuropean countries VET reform has also meant that many professional educators no longerhave the officially required qualifications.The case studies pointed to some of the skills and knowledge teachers need to acquire andteacher training to provide. These include:• new pedagogical skills in line with the learner centred approach of modern pedagogicaltheory (‘pedagogical update’) and on-the-job learning techniques now being offered totrainees;• up-to-date ‘vocational’ skills related to modern technologies and work practices(‘vocational update’);• awareness of the needs of business and employers;• skills for team working and networking;• managerial, organisational and communications skills.5
Page 3 and 4: PROFF - Professionalisation of VETt
Page 5: The European Centre for the Develop
Page 9: Table of contentsForeword .........
Page 13: The report ends by summarising the
Page 16 and 17: Pedagogical and vocational skills;
Page 18 and 19: The responses to these challenges w
Page 20 and 21: not have the skills the labour mark
Page 22 and 23: • transferability: the potential
Page 24 and 25: Portugal, a government initiative t
Page 26 and 27: ‘continuing education of teachers
Page 28 and 29: of teaching staff at ROCs, and a ne
Page 30 and 31: new set of competences. The new app
Page 32 and 33: education and to foster creative, e
Page 34 and 35: Just as programmes differ in scope
Page 36 and 37: of continuous learning. Individuals
Page 38 and 39: 3.8.2. Material outcomesOn material
Page 40 and 41: 4. Conclusions and recommendations4
Page 42 and 43: adequate training not only for teac
Page 44 and 45: (c) Training policy for VET personn
Page 47: List of terms and abbreviationsESFE
Page 50 and 51: Theme Target group, scope Outcome A
Page 52 and 53: Theme Target group, scope Outcome A
Page 54 and 55: as their ability to cooperate in te
Page 56 and 57: 4. Telkkä, development of educatio
Page 58 and 59: • familiarise teachers with pract
Page 60 and 61:
with different skills and organisat
Page 62 and 63:
10. Continuing education of teacher
Page 65 and 66:
BibliographyAmmatilinen opettaja ty
Page 67 and 68:
Cedefop (European Centre for the De
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PROFF – Professionalisation of VET teachers for the future - Europa

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