PROFF – Professionalisation of VET teachers for the future - Europa

and a coach. This makes it necessary to update teachers’ pedagogical skills. These include notonly teaching but curricula design, counselling students on educational choices andcooperating effectively with other teachers and with workplace instructors. This is especiallyimportant for workplace instructors who may have a strong background in their own job butwho have never received formal teacher training.A key theme in the case studies is integrating theory and practice, often via a dual approachwhich combines theoretical classwork with on-the-job learning, in a company environment.This prepares teachers for programmes in which their own students participate in on-the-joblearning, easing the transition from school to the workplace. Bottom-across cooperationbetween teachers and managers in industry – initiated during teachers’ own training – canlater be useful in guiding and providing support for their students.4.1.2. ‘Vocational update’In a world of rapidly changing technologies and business practices, it is essential VETteachers and trainers keep abreast of new developments in the areas they teach, providingVET students and trainees with the up-to-date vocational skills required by the labour market.The case studies show that national VET systems are well aware of this need – whichprogrammes attempt to satisfy by creating permanent networks with industry and by providingon-the-job learning opportunities for their staff. The programmes in the Finnish case studiesare exemplary in this respect. In the on-the-job learning strategies adopted by theseprogrammes, workplace instructors bring teachers up to date with recent developments intechnology and working practices, while themselves becoming familiar with new techniquesof teaching. Feedback from participants suggests this practice is both effective and wellreceived.4.1.3. Professional wellbeingThe professional wellbeing of teachers is a growing cause for concern. In the two cases onincreasing teachers’ professional wellbeing, one of the main motivators was to reduce theworkload of teaching staff. The common strategy to promote cooperation and sharing amongcolleagues appears to be the only ‘survival’ strategy available until teachers’ workingconditions change drastically. However, overcoming the barriers of tradition and mindsets,and to introducing permanent changes in working cultures will require much effort and work.Faced with an ageing and burdened teacher population, employers and policy-makers mustrealise the importance of measures to increase the wellbeing of the teaching force.4.1.4. Target groups and teacher rolesThe case studies show that in modern VET environments students acquiring new skillsrequires an organised team effort by VET personnel. It is important, therefore, to provide35