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The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers…
The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.
A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.
Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.
The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.
The aim of the research presented here was to detect, in line with the European Union’s “Education and Training 2020” work program, the training needs of teachers and…
The aim of the research presented here was to detect, in line with the European Union’s “Education and Training 2020” work program, the training needs of teachers and trainers working in the vocational education and training (VET) system in the Italian Region of Veneto to design courses, experiences and other training programs tailored to meet the needs emerged.
Four focus groups were including VET teachers and trainers were created, two before the construction and two after the online administration of an ad hoc questionnaire asking teachers and trainers to rate 67 competencies (43 for teachers, 24 for trainers) on the two dimensions of self-assessment (explicitly defined as the current level of mastery) and importance (explicitly defined as the expected level of mastery). Eight hundred twelve teachers and 166 trainers filled in the questionnaire which also asked them to give suggestions about the courses, experiences and other training programs to be designed.
In questionnaires, teachers and trainers declare they are competent enough to do what they do (self-assessment always obtains higher ratings than importance, except in one competence for teachers), even if in focus groups they say they want to be trained. Accordingly, they express a clear preference for short or very short courses, tailored on their specific needs and for training experiences and programs which are alternative to classroom training.
The research is a preliminary action to a European Social Fund project named “Training for trainers”, whose main aim is to give birth to courses, experiences and other training programs, specifically dedicated to VET teachers and trainers, to allow them to develop or refresh the competencies they feel they need for work. Besides, it allowed testing of the benefit of using mixed methods for a competence-based analysis of needs.
Data will be used to design courses, experiences and other training programs that really meet the needs of VET teachers and trainers in Veneto to tackle those aspects they consider really important for work in a lifelong learning perspective.
This study aims to test the effectiveness of a training intervention based on the psychology of perception, delivered to young Italian workers and employees, with low…
This study aims to test the effectiveness of a training intervention based on the psychology of perception, delivered to young Italian workers and employees, with low education, hired with an apprenticeship contract and involved in a compulsory training course (duration 32 h; the training intervention reported in the paper covers the first 8 h) whose aim was to let them develop such relational competencies as communication and cooperation with others.
By making use of optical-geometric illusions and ambiguous figures, participants were accompanied through a training intervention with the dual purpose of undermining their naive certainties about why they see what they see and increasing their awareness of how the perceptual processes work. At the beginning of the intervention, at the end of the 32 h (that is, after about a month) and after about one year from the end of the course, participants were administered a questionnaire to monitor the results of the training course by measuring their “perception awareness”.
“Perception awareness” increased from the beginning to the end of the course and still scored higher after one year. “Perception awareness” was positively related to communication and cooperation.
Although the literature is full of training courses delivered to improve communication and cooperation with others, little research has been carried out on perception-based training interventions delivered to young adults with low education hired with an apprenticeship contract for which this kind of training is compulsory.