PROFF – Professionalisation of VET teachers for the future - Europa
PROFF – Professionalisation of VET teachers for the future - Europa
PROFF – Professionalisation of VET teachers for the future - Europa
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and a coach. This makes it necessary to update <strong>teachers</strong>’ pedagogical skills. These include notonly teaching but curricula design, counselling students on educational choices andcooperating effectively with o<strong>the</strong>r <strong>teachers</strong> and with workplace instructors. This is especiallyimportant <strong>for</strong> workplace instructors who may have a strong background in <strong>the</strong>ir own job butwho have never received <strong>for</strong>mal teacher training.A key <strong>the</strong>me in <strong>the</strong> case studies is integrating <strong>the</strong>ory and practice, <strong>of</strong>ten via a dual approachwhich combines <strong>the</strong>oretical classwork with on-<strong>the</strong>-job learning, in a company environment.This prepares <strong>teachers</strong> <strong>for</strong> programmes in which <strong>the</strong>ir own students participate in on-<strong>the</strong>-joblearning, easing <strong>the</strong> transition from school to <strong>the</strong> workplace. Bottom-across cooperationbetween <strong>teachers</strong> and managers in industry <strong>–</strong> initiated during <strong>teachers</strong>’ own training <strong>–</strong> canlater be useful in guiding and providing support <strong>for</strong> <strong>the</strong>ir students.4.1.2. ‘Vocational update’In a world <strong>of</strong> rapidly changing technologies and business practices, it is essential <strong>VET</strong><strong>teachers</strong> and trainers keep abreast <strong>of</strong> new developments in <strong>the</strong> areas <strong>the</strong>y teach, providing<strong>VET</strong> students and trainees with <strong>the</strong> up-to-date vocational skills required by <strong>the</strong> labour market.The case studies show that national <strong>VET</strong> systems are well aware <strong>of</strong> this need <strong>–</strong> whichprogrammes attempt to satisfy by creating permanent networks with industry and by providingon-<strong>the</strong>-job learning opportunities <strong>for</strong> <strong>the</strong>ir staff. The programmes in <strong>the</strong> Finnish case studiesare exemplary in this respect. In <strong>the</strong> on-<strong>the</strong>-job learning strategies adopted by <strong>the</strong>seprogrammes, workplace instructors bring <strong>teachers</strong> up to date with recent developments intechnology and working practices, while <strong>the</strong>mselves becoming familiar with new techniques<strong>of</strong> teaching. Feedback from participants suggests this practice is both effective and wellreceived.4.1.3. Pr<strong>of</strong>essional wellbeingThe pr<strong>of</strong>essional wellbeing <strong>of</strong> <strong>teachers</strong> is a growing cause <strong>for</strong> concern. In <strong>the</strong> two cases onincreasing <strong>teachers</strong>’ pr<strong>of</strong>essional wellbeing, one <strong>of</strong> <strong>the</strong> main motivators was to reduce <strong>the</strong>workload <strong>of</strong> teaching staff. The common strategy to promote cooperation and sharing amongcolleagues appears to be <strong>the</strong> only ‘survival’ strategy available until <strong>teachers</strong>’ workingconditions change drastically. However, overcoming <strong>the</strong> barriers <strong>of</strong> tradition and mindsets,and to introducing permanent changes in working cultures will require much ef<strong>for</strong>t and work.Faced with an ageing and burdened teacher population, employers and policy-makers mustrealise <strong>the</strong> importance <strong>of</strong> measures to increase <strong>the</strong> wellbeing <strong>of</strong> <strong>the</strong> teaching <strong>for</strong>ce.4.1.4. Target groups and teacher rolesThe case studies show that in modern <strong>VET</strong> environments students acquiring new skillsrequires an organised team ef<strong>for</strong>t by <strong>VET</strong> personnel. It is important, <strong>the</strong>re<strong>for</strong>e, to provide35