scholarly journals The Scientific Imperative of Advanced Vocational Education Within the Framework of the System of Scientific and Methodological Support of Teachers

2021 ◽  
pp. 66-98
Author(s):  
Galina Aleksandrovna Ignateva ◽  
Viktor Vladimirovich Sdobniakov ◽  
Svetlana Aleksandrovna Sotkina ◽  
Oksana Vladimirovna Tulupova
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Education And Training ◽  
Continuous Professional Development ◽  
Vocational Education And Training ◽  
Activity Model ◽  
State Pedagogical ◽  
Professional Development Of Teachers ◽  
Managerial Mechanism ◽  
And Training

In the chapter of the monograph an organizational and activity model of project-organized advanced additional professional pedagogical education (hereinafter referred to as APPE) is presented, which is the basis for the activities of the center for scientific and methodological support of teachers of the K. Minin State Pedagogical University based on the analysis of scientific approaches to the development of the category "advanced education". A universal way of solving urgent problems of evolutionary improvement of the system of vocational education and training and an organizational and managerial mechanism for building a space of opportunities for continuous professional development of teachers is proposed.

scholarly journals An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

2020 ◽  
Vol 7 (3) ◽  
pp. 247-256
Author(s):  
Sinead Flannery ◽  
Karen Keaveney ◽  
Frank Murphy
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Vocational Education ◽  
Education And Training ◽  
Continuous Professional Development ◽  
Vocational Education And Training ◽  
Agricultural Educators ◽  
Agricultural Colleges ◽  
Professional Development Needs ◽  
And Training

Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

scholarly journals STRATEGY FOR THE DEVELOPMENT OF PROFESSIONAL EDUCATION AND TRAINING, TAKING INTO ACCOUNT THE EUROPEAN EXPERIENCE IN DESIGNING ONLINE TRAINING COURSES

2020 ◽  
pp. 189-196
Author(s):  
Игорь Давыдович Лельчицкий ◽  
Тамара Алексеевна Голубева ◽  
Павел Валерьевич Кратович
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Online Courses ◽  
Education And Training ◽  
Vocational Education And Training ◽  
International Project ◽  
European Experience ◽  
Professional Development Of Teachers ◽  
Training Courses ◽  
And Training

Представлена методология международного проекта Erasmus+ «Повышение квалификации преподавателей профессионального образования и обучения по Европейским практикам» (Pro-VET). Осуществленный сравнительный анализ подходов европейских стран-партнеров к повышению квалификации преподавателей профессионального образования и обучения позволил сформулировать цели и задачи проекта в контексте готовности педагогических работников к разработке онлайн-курсов и встраивании их в учебный процесс. The methodology of the international project Erasmus+ «Professional development of teachers of professional education and training in European practices» (Pro-VET) is presented. The comparative analysis of European approaches and partner countries to professional development of teachers of vocational education and training allowed us to formulate project parameters in the context of the readiness of teachers to develop and implement online courses.

Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model

2012 ◽  
Vol 56 (2) ◽  
pp. 182-204 ◽  
Author(s):  
Rebecca Saunders
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Development Program ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Pedagogical Practice ◽  
Concerns Based Adoption Model ◽  
Adoption Model ◽  
And Training ◽  
Professional Change

The purpose of this article is to describe the use of the Concerns Based Adoption Model (Hall & Hord, 2006) as a conceptual lens and practical methodology for professional development program assessment in the vocational education and training (VET) sector. In this sequential mixed-methods study, findings from the first two phases (two of five) of data collection and analysis are used as examples to profile the journeys of professional change experienced by 27 VET teachers involved in a four-year systemic-change professional-development initiative designed to extend and refine their pedagogical practice. The examples support the view that a Concerns Based Adoption Model provides an effective framework for better understanding teachers' professional change in a VET context. The conceptual and practical usefulness of this approach is discussed in terms of its implications for the future design, implementation and assessment of professional development initiatives.

scholarly journals Applications of Trauma Informed Approaches in Vocational Education and Training

2020 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Education And Training ◽  
Further Education ◽  
Vocational Education And Training ◽  
Development Programs ◽  
Professional Development Needs ◽  
Trauma Informed ◽  
And Training ◽  
Qualitative Literature

This paper utilises a qualitative literature review to highlight the shift to learner-centred methodologies in vocational education and training and profile the applications of trauma informed approaches to address learner needs and increase learner inclusion and chances of success. The discussion begins by identifying the need for trauma informed approaches in delivery related to technical and further education and workplace settings. The characteristics of trauma informed training environments are then considered such that the professional development needs of trainers can be established. The paper presents a model competency statement that can be used to develop training programs for trainers working in vocational education and training. The model competency statement, entitled “Utilise trauma informed training practices”, can be used as a basis for development of accredited programs, nationally recognised units of competence, professional development programs or any other program related to implementation of trauma informed approaches in an adult training setting.

scholarly journals A comparative overview of the status and the main characteristics of vocational education and training (VET) trainers in south-eastern Europe

2012 ◽  
Vol 44 (1) ◽  
pp. 24-41 ◽  
Author(s):  
Georgios Zarifis
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Eastern Europe ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Public And Private ◽  
South Eastern ◽  
The Status ◽  
South Eastern Europe ◽  
And Training

This paper is a follow-up to the study ?VET trainers in public and private training institutions? (EAC/09/06 Studies on Trainers in Vocational Education and Training: key actors to make lifelong learning a reality in Europe LOT 2) that was commissioned by the European Commission to Research voor Beleid (RvB) & PLATO in 2008. The author of this paper - which focuses on the professionalization processes of VET trainers and instructors working in public training organizations in South-Eastern Europe - was involved in the study as a research expert for a cluster of countries that included Bulgaria, Cyprus, Greece and Turkey. The paper looks upon current issues of VET trainers? career paths, their roles and competencies, their qualification and recruitment processes as well as the varied policies and professional development activities for this group of people, from a comparative perspective. The paper concludes with some recommendations for improving access and working conditions, supporting professional development and raising attractiveness of the profession in this part of Europe.

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