PROFF – Professionalisation of VET teachers for the future - Europa

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The responses to these challenges were, however, tentative. As stated in the workshop’s finalconclusions:‘It is fairly easy to identify transnational challenges in professionalisation ofteachers. However, in order to find solutions and to identify good practices tomeet these challenges, more dialogue and research are needed’ (TTnet workshop,2001).In short, what was needed was new research into the way these challenges were being met inEU Member States. PROFF therefore took as its point of departure the challenges identifiedby the Helsinki workshop, and sought to identify ‘cases of good practice and disseminateand discuss these cases at European level via the national TT-networks’.PROFF conducted 10 case studies in six different countries (Denmark, Finland, Italy, theNetherlands, Norway and Portugal). Each case study describes a single ‘case of goodpractice’. The studies have made it possible to:• identify key issues for professionalising VET teachers in EU Member States;• examine the way different institutions have responded to these issues;• assess the consequences for teacher training;• draw up recommendations for policy-makers and practitioners.By disseminating information on the studies the project partners hope the results will act as astimulus for further development at school and teacher levels.The remainder of this report describes the work conducted by the PROFF partners since thebeginning of the project. It is divided into three chapters. Chapter 2 describes PROFF’sobjectives and methodology. Chapter 3 describes the results of the case studies. Chapter 4summarises the main findings, presenting the project’s recommendations for policy-makersand practitioners.12
2. Objectives, methodology and terminology2.1. ObjectivesAs described above, the PROFF project takes as its point of departure the findings of theHelsinki workshop and the challenges identified at the workshop.The goal of the PROFF project is to study the way in which EU Member States are facingthese challenges (see figure below, entitled ‘Professionalisation of VET teachers for thefuture’).New target groups: VET teachers today have to deal with more diverse target groups thanever before. One of the effects of lifelong learning is an increasing number of adults enteringVET programmes. A critical challenge for VET is to find ways of teaching adults which takeproper account of their previous professional and life experience, their variable skills and theirattitudes, which may be very different to those of younger people. In some cases it may benecessary to deal with significant resistance to learning.Changing paradigms in educational theory: recent years have seen rapid changes ineducational theory which now focuses on learning rather than techniques for ‘transmitting’information by teachers. The teacher’s role becomes that of a ‘coach’ or ‘facilitator’. Thiscalls upon teachers to plan and differentiate their teaching to take account of students’different learning styles. Optimal teaching requires teachers to apply a broad range of teachingmethods, including project work, workshops, case studies, etc. The challenge for VET is howto integrate these methods into national VET systems and to equip teachers to use the newmethods in their day-to-day classroom practice.ICT development: one of the key technological developments of the last three decades hasbeen the rapid development of ICT which has invaded every field of business and now has asignificant impact on education. Today all VET teachers require general skills in ICT – notjust because their students will need ICT skills to meet the needs of the labour market – butbecause teachers themselves are increasingly expected to use ICT as a teaching tool, as well asfor administration. To keep up with students and their demands VET teachers need to findinnovative ways of using a computer in their jobs. This means they have to become familiarnot only with e-learning but also with ‘blended models’ in which e-learning is integrated withclassroom teaching, group work, seminars, etc. This poses the problem of how best to provideteachers with the technical and non-technical skills they need to take advantage of theseopportunities.Labour market development: The institutions that provide vocational education and trainingexist to serve the business community, which demands that young people leaving vocationaltraining should have immediately useful skills. If teachers fail to keep up to date with newtechnologies and new working practices, vocational schools will produce candidates who do13
Page 3 and 4: PROFF - Professionalisation of VETt
Page 5: The European Centre for the Develop
Page 9 and 10: Table of contentsForeword .........
Page 11 and 12: Executive summaryThis report descri
Page 13: The report ends by summarising the
Page 16 and 17: Pedagogical and vocational skills;
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

PROFF – Professionalisation of VET teachers for the future - Europa

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