Institute for Holistic Learning Based on Montessori Education

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European countries such in Austria, Germany, Estonia, Finland and Ireland. In the context of the project, practiceoriented
assessment refers to per<strong>for</strong>mance- and competence-based assessment, one of the possible student
assessment methods in VET. The aim of assessing practice-oriented learning is to guarantee the quality of students’
skills and competencies in working life. Because of the diversity and varying developmental stages of the VET
systems represented in the partnership, the project has a fine potential to analyse different assessment methods
and tools.
The QUAL-PRAXIS project will bring work-based assessment practices, their roots and future perspectives to the
attention of the international audience. The primary target groups of the project are policy-makers, educational
administrators and researchers. Secondarily the project is targeted to teacher educators, workplace trainers,
teachers, employers and other social partners. The QUAL-PRAXIS project uses different modes of dissemination
(networks, publications, seminars, workshops, conferences, participation in various events, the press, electronic
media) at different levels (local, national and international). A manual of the good practices identified will be
introduced. The features and models of assessment will be compared paying attention to the country-specific roles
and models of VET within educational structures. The results of the project will be published as a book. The
duration of the project is from October 2003 to September 2006.
77 Stocker, Herwig - Austria - herwig.stocker@aon.at
Interactive Media in Modern <strong>Learning</strong> Environments
- No abstract available -
78 Thompson, Dale E.; Thompson, Cecelia; Lyle, Buddy - USA - thomp@uark.edu
Planning an Alternative Vocational Teacher Preparation Program
In Arkansas, teachers employed at vocational-technical schools are often hired from industry. They enter the
teaching profession with an associate degree and little or no teacher education training. As a full-time teacher,
they do not have an opportunity to take teacher education courses or earn a bachelor’s degree.
The University of Arkansas is planning to address this need <strong>for</strong> <strong>for</strong>mal teacher preparation with alternative Bachelor’s
and Master’s degree programs. Teachers who are employed or students with an associate degree from a technical
college who wish to enter vocational teaching would complete their general education requirements at a local
community college. Teacher education requirements would be met with distance education courses (web or
interactive video) through the College of Education at the University of Arkansas. These courses include classroom
learning theory, survey of exceptionalities, introduction to the teaching profession, lesson presentation techniques,
and educational technology. Technical requirements <strong>for</strong> a bachelor’s degree would be met with courses taken
during their associate degree or testing of experiential learning through the National Occupational Competency
Testing <strong>Institute</strong>.
Upon completion of the bachelor’s degree, the participants would enter the Master of Arts in Teaching degree.
During the summer, students would complete six credits of graduate education classes on campus. The classes
would cover evaluation, testing, reading and writing strategies, classroom management, and computer technology.
During the fall and spring semesters, teachers would return to their teaching position and be assigned a mentor
teacher to assist them with development and evaluation of their teaching skills. A University of Arkansas liaison
would also supervise the teacher. Additional coursework would be taken by distance education. These courses
would include laboratory management, teaching strategies, curriculum design, and seminar in teaching. During the
spring semester, each teacher would complete a classroom research project and comprehensive exams. Those
students who were not employed at a vocational-technical school would take the same courses but follow a more