professıonal development
Transkript
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 • &&&& • &&&& 4 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 5 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 10