professıonal development

PROFESSIONAL DEVELOPMENT –
POLICY OPTIONS
INTRODUCTION AND POLICY EXPLORATION IN
RELATION TO PROFESSIONAL DEVELOPMENT FOR VET
TEACHERS AND TRAINERS IN TURKEY
JULIAN STANLEY, ETF
ISTANBUL, FEBRUARY 2016
INTRODUCE SYSTEMATIC APPROACHES TO, AND OPPORTUNITIES FOR,
INITIAL AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF VET
TEACHERS, TRAINERS AND MENTORS IN BOTH SCHOOL AND WORK
BASED SETTINGS
2
Type of professional development
Approaches
Initial training for teaching /training staff in
VET ‘schools’
(Usually linked to qualification)
BA or MA at university, teaching practice,
industry practice, mentoring
Initial training for trainers, mentors in
enterprises
(May be linked to qualification)
Training as Master, training as mentor
Continuing professional development for
teaching / training staff in VET ‘schools
Courses and events, in schools, universities,
hotels, businesses; networks; on line
learning…
Continuing professional development for
trainers, mentors in enterprises
Updating on technology and legislation,
networking, on-line learning, additional
skills…
Other, e.g. trainers working in vocational
training centres, professional development for
teacher educators etc.
3
WHAT POLICY OPTIONS DOES RIGA SUGGEST?
•
Policy development and implementation
•
Knowledge gathering
•
Needs analyses
•
Learning opportunities
•
Validation and certification of trainers’ prior learning
•
Effective partnerships of all relevant stakeholders (particularly companies) to support professional
development of VET teacher and trainers (including arranging training placements for VET teachers
directly in companies
•
Incentives to support companies to invest in their trainers professional development
•
Promotional, information and awareness raising activities, e.g. awards, sharing of practice
•
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•
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WHERE DO POLICY OPTIONS COME FROM? HOW ARE THEY TAKEN FORWARD?
• Riga,
an International
Practice and
Research (e.g.OECD,
ETF)
Ongoing policy
development in
Turkey
Policy
choices
Ex-Ante Analysis of Policy
Options
Policy exploration
events in Istanbul
and Ankara
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Meslek Dersi Öğretmenlerinin Eğitim İhtiyaçları ve Belirli Konularda Eğitim
İhtiyacı olan ve Eğitim Almamış Öğretmenlerin Oranı
Meslek alan(lar)ımda bilgi ve anlama
Öğrencilere yönelik geribildirim verme de
dahil,
meslek
alan(lar)ımı
öğretmede
pedagojik yetkinlik
Müfredat bilgisi
Öğrenci
ölçme
ve
değerlendirme
uygulamaları
Öğretmenler
için
BIT
(bilgi
ve
iletişim
teknolojileri) becerisi
Öğrenci davranışları ve sınıf yönetimi
Bireyselleştirilmiş
öğrenmeye
yönelik
yaklaşımlar
Özel eğitim ihtiyacı olan bireylere yönelik
eğitim
Müfredatlar arası (birden fazla müfredatı
ilgilendiren) becerilerin öğretimi (örneğin,
problem çözme, öğrenmeyi öğrenme)
Gelecekte yapılacak işle ilgili meslekler arası
(birden
fazla
mesleği
ilgilendiren)
yetkinlikleri geliştirmeye yönelik yaklaşımlar
(örneğin, girişimcilik becerileri)
İşyerinde yeni teknolojiler
Öğrenci kariyer rehberliği ve danışmanlığı
Kendi öğretim biçimimi işyerinde var olan
uygulamalara daha uygun hale getirme
İhtiyacı
olduğunu
belirten
katılımcıların
yüzdesi
75.5
Geçerli
vaka sayısı
2084
İhtiyacı
olduğunu
belirten ve son
12 ayda
herhangi bir
faaliyete
katılmamış
olan
katılımcıların
yüzdesi
36.2
65.3
62.1
2072
2066
32.9
39.8
1279
1224
61.1
2063
37.4
1199
69.7
62
2069
2065
32.9
34.9
1345
1212
75.1
2064
39.7
1453
79.8
2053
45.8
1519
72.2
2004
43.3
1354
78.8
83.5
81.1
2010
2030
2020
44.0
41.6
46.2
1468
1573
1508
74.7
2021
45.1
1394
Geçerli
vaka
sayısı
1502
6
Participation in Continuing Professional Development VET Teachers Turkey and
Serbia (%)
Serbia
No training at all
OECD
(TALIS)
Turkey
6
19
In-service training out of school
66
42
In-service training in school
84
47
Professional development in vocational specialism
53
37
Educational conferences or seminars
35
47
Observation visits to other schools
39
30
Observation visits or in-service training in business premises
33
49
578
1942
Number
10-15%
Survey by National Governments and ETF (2015)
7
DAY 2 EXPLORING POLICY OPTIONS
8
9
PLEASE FEEDBACK
1. MAKE USE OF THE FLIP CHART
2. YOU HAVE ONLY 3 MINUTES TO PRESENT BACK TO THE REST OF THE GROUP
3. THE RAPPORTEUR SHOULD GIVE THEIR NOTES TO MS FEYHAN EVITAN
CANBAY
4. AT THE END OF THE PRESENTATION YOU WILL BE ASKED TO VOTE FOR THE
THREE POLICY OPTIONS WHICH WOULD BENEFIT MOST FROM IN DEPTH
ANALYSIS
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