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1 – 2 of 2Christoph Bohne, Friedhelm Eicker and Gesine Haseloff
The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational…
Abstract
Purpose
The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET).
Design/methodology/approach
VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach.
Findings
The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed.
Practical implications
This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning.
Originality/value
The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.
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Keywords
Audrey Seezink and Rob F. Poell
The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence‐based…
Abstract
Purpose
The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence‐based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and from the acquisition and participation metaphors can be identified in the individual action theories of their teachers.
Design/methodology/approach
A case study was conducted in one school for vocational education, where 12 teachers engaged in an innovation project around the development of a new competence‐based education program for pupils. They participated in concept mapping, cued interviews (based on video recordings), semi‐structured interviews, and a joint feedback session. These four sources were used for an in‐depth content analysis of teachers' action theories.
Findings
No distinctive, crystallized action theories about competence‐based vocational education emerged at the individual teacher level; let alone individual teachers' action theories well in line with the two normative frameworks on competence‐based education. The case study shows the struggle that individual teachers are going through to get their every‐day teaching repertoire more in line with new ideas on competence‐based education.
Research limitations/implications
Only qualitative data are gathered, in one school, representing one school type, in one country only, limiting the statistical generalizability of the results. Not all respondents are able to participate in all four data sources.
Practical implications
Schools should develop HR policies that offer teachers CPD activities in the crucial area of competence‐based education; the frameworks presented in the study can be used to this end, by teacher educators as well as by HRD professionals interested in combining training programs with informal employee learning.
Originality/value
The study draws on literature from various disciplines (especially educational psychology and HRD), which traditionally have remained mostly separate. It combines insights from four separate data sources.
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