Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?
Keywords:
attitude, cooperation, learning in work places, life-long and life-wide learning, professional development
Abstract
Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30). The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, disciplinedivided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.
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References
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Nias, J. (1989). Teaching and the self. In M. L Holly & C. S. McLoughlin (Eds.), Perspective on teacher professional development (pp. 151-171). London: Falmer Press.
Nissilä, S-P. (2013). The vocational teacher’s changing role and identity in changing contexts. In K. Aaltonen, A. Isacsson, J. Laukia, & L. Vanhanen-Nuutinen (Eds.), Practical Skills, Education and Development – Vocational Education and Training in Finland. Helsinki: Haaga-Helia, The School of Vocational Teacher Education.
Nissilä, S-P. (2006). Dynamic Dialogue in Learning and Teaching. Towards Transformation in Vocational Teacher Education. Acta Universitatis Tamperensis 1179.
Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education – View of Serbian teachers and teacher educators. Teaching and Teacher Education, 26, 694-703.
Peavy, V. (1998). Socio-dynamic Counselling. A constructivist perspective. Victoria BC Canada: Trafford Publishing.
Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating School Leadership Practice: A Distributed Perspective. American Educational Researcher, 30(3), 23-28.
Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ point of view. Teaching and Teacher Education, 26, 1495-1510.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130-154.
Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Whitty, G., & Wilmott, E. (1991). Competence-based education: Approaches and issues. Cambridge Journal of Education, 21, 309-319.
Zembylas, M. (2003). Interrogating teacher identity: emotions, resistance, and self-formation. Educational Theory, 53, 197-127.
Connell, R. (2009). Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213-229.
Cosnefroy, L., & Buhot, E. (2013). Workplace learning impact: an analysis of French secondary-trainee teachers’ perception of their professional development. Teachers and Teaching: theory and practice, 19(6), 679-694.
De Brujin, E. (2012). Teaching in innovative vocational education in the Netherlands. Teachers and Teaching: theory and practice, 18(6), 637-653.
De Brujin, E. (2004). Changing pedagogic and didactic Approaches in vocational education in the Netherlands. From institutional interests to ambitions of students. European Journal of Vocational Training, 31(1), 27-37.
Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 248-303.
Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403-422.
EU, European Union. (1999). The Bologna declaration of the European Ministers of Education convened in Bologna on 19, June 1999. Retrieved from http://eurlex.europa.eu/browse/summaries.html
Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7, 1-22.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multipleperspective study. Teaching and Teacher Education: theory and pratice, 22, 219-232.
FNBE (Finnish National Board of Education). (2014). Osaamisperustaisuus todeksi – askelmerkkejä koulutuksen järjestäjille [Making Competence-based Education Real – Steps for the Implication] Tutke 2 – toimeenpanon tukimateriaali. Oppaat ja käsikirjat 2014:8.
Fullan, M. (1993). Why Teachers Must Become Change Agents. Educational Leadership, 50(6), 12-17.
Harris, A. (2004). Distributed leadership and school improvement. Educational Management, Administration and Leadership, 31(1), 11-17.
Harris, A., & Muijs, D. (2003). Teacher leadership improvement through empowerment? An overview of the literature. London: Sage.
Heikkinen HLT (2000). Opettajan ammatin olemusta etsimässä. [Searching for the Essence of a Teacher’s Profession]. In K. Harra (Ed.), Opettajan professiosta [Of a Teacher’s Profession] Vuosikirja no 1 (pp. 8-19). Helsinki: OKKA-säätiö.
Horvath, J. A., Sternberg, R. J., Forsythe, E. B., Bullis, R. C., Williams, W. M., & Sweeney, P. J. (1996). Implicit theories of leadership practice. New York: Aera conference.
Heiskanen, N., & Sairanen, P. (2013). The vocational teacher’s changing role and identity in changing contexts. In K. Aaltonen, A. Isacsson, J. Laukia, & L. Vanhanen-Nuutinen (Eds.), Practical Skills, Education and Development – Vocational Education and Training in Finland (pp. 128-141). Helsinki: Haaga-Helia, The School of Vocational Teacher Education.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
Kasl, E., & Yorks, L. (2002). Toward a theory and practice for whole-person learning: Reconceptualising experience and the role of affect. Adult Education Quarterley, 52, 76-192.
Kardos, S., & Johnson, S. (2007). On their own and presumed expert: New teachers’ experiences with their colleagues. Teachers College Record, 109, 2083-2106.
Kardos, S., Johnson, S., Peske,H., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterley, 37, 250-300.
Karjalainen, A., & Nissilä, S-P. (2008/5). Designing and Piloting 60-Ects Credit Teacher Education Program for University Teachers. In K. Gerber (Ed.), Personal- und Organizationsentwicklung in Einrichtungen der Lehre und Forschung 5. Bielefelt: Universitatsverlag Webler.
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9(5), 443-456.
Kelchtermans, G. (1996). Teacher vulnerability. Understanding its moral and political roots. Cambridge Journal of Education, 26, 307-323.
Kelchtermans, G. (2005). Teachers’ emotions in education reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 18, 105-120.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257-272.
Kelly, G. A. (1955). The psychology of personal constructs (Vols. 1&2). New York: W.M. Norton.
Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14, 567-587.
Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4, Autumn 2002), 214-218.
Laajala, T. (2015). Diskurssianalyyttinen tutkimus ammattikorkeakoulun opetussuunnitelman kehittämisprosessista [A discourse-analytic research on the curriculum development process in a university of applied sciences]. Rovaniemi: The University of Lapland.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Leithwood, K., & Riehl, C. (2003). What do we already know about successful leadership? Paper presented in AERA, January 2003, Temple University.
Lieberman, A., & Pointer Mace, D. H. (2009). The role of “accomplished teachers†in professional learning communities: uncovering practice and enabling leadership. Teachers and Teaching: theory and practice, 15(4), 459-470.
Little, J. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26, 345-359.
Länsitie, J., & Kepanen, P. (2014). Competence-based learning paths in vocational teachers’ pedagogical program. A paper presented in ATEE Conference in Braga, Portugal in 2014.
Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse: Swets and Zeitlinger.
Nias, J. (1989). Teaching and the self. In M. L Holly & C. S. McLoughlin (Eds.), Perspective on teacher professional development (pp. 151-171). London: Falmer Press.
Nissilä, S-P. (2013). The vocational teacher’s changing role and identity in changing contexts. In K. Aaltonen, A. Isacsson, J. Laukia, & L. Vanhanen-Nuutinen (Eds.), Practical Skills, Education and Development – Vocational Education and Training in Finland. Helsinki: Haaga-Helia, The School of Vocational Teacher Education.
Nissilä, S-P. (2006). Dynamic Dialogue in Learning and Teaching. Towards Transformation in Vocational Teacher Education. Acta Universitatis Tamperensis 1179.
Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education – View of Serbian teachers and teacher educators. Teaching and Teacher Education, 26, 694-703.
Peavy, V. (1998). Socio-dynamic Counselling. A constructivist perspective. Victoria BC Canada: Trafford Publishing.
Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating School Leadership Practice: A Distributed Perspective. American Educational Researcher, 30(3), 23-28.
Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ point of view. Teaching and Teacher Education, 26, 1495-1510.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130-154.
Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Whitty, G., & Wilmott, E. (1991). Competence-based education: Approaches and issues. Cambridge Journal of Education, 21, 309-319.
Zembylas, M. (2003). Interrogating teacher identity: emotions, resistance, and self-formation. Educational Theory, 53, 197-127.
Published
2015-06-30
How to Cite
NissiläS.-P., Karjalainen, A., Koukkari, M., & Kepanen, P. (2015). Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?. Center for Educational Policy Studies Journal, 5(2), 13-34. https://doi.org/10.26529/cepsj.140
Section
FOCUS
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