PROFESSIONAL DEVELOPMENT OF TEACHERS IN VOCATIONAL SUBJECTS

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• PROFESSIONAL DEVELOPMENT OF TEACHERS IN
  VOCATIONAL SUBJECTS

Primošten, April 25, 2007
Ivan Šutalo
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• PROFESSIONAL DEVELOPMENT

Individual
In the school
Other ways
VET Agency
County/Inter-County Professional Council
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• Introduction
• The concept of professional development of
  teachers takes into account comprehensive changes
  in the educational process, in line with the new
  vision of education, and especially of vocational
  education, taking into account European
  principles, but also our orientation and positive
  experience.

• It is a development concept, which makes it
  possible to offer diverse programs adapted to the
  needs of participants, taking into account their
  previous training, and respecting their opinion
  and proposals.

• By implementing this concept of professional
  development of teachers, the Vocational Education
  and Training (VET) Agency fulfills its program
  task of improving vocational education and
  training and developing the educational system in
  cooperation and partnership with competent
  external experts.

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CURRENT STATE OF PLAY

• Secondary vocational and arts schools (313
  schools) employ 6 500 teachers, in the following
  subjects
• - teachers of vocational/theoretical
  subjects,
• - practical training teachers,
• - teaching assistants,
• - master craftsmen-vocational teachers.

• Teachers are entitled and obliged to attend
  professional development and pedagogy courses,
  and the program and organization of mandatory
  forms of professional development shall be
  regulated by the Minister (Article 82 of the
  Secondary School Act (Official Gazette NN
  69/2003 from April 23, 2003).

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PROFESSIONAL DEVELOPMENT NEEDS

• Influence of social and political development of
  a country
• National economy
• Integration process at all levels
• Decentralization of the school system and
  increased school autonomy
• (Vocational) education and training oriented
  towards the needs of the labor market
• Need to establish closer connections to parents
  and local community as partners in the
  educational process

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PROFESSIONAL DEVELOPMENT GOAL to strengthen
the role of teachers in the process of teaching
and learning
PROFESSIONAL DEVELOPMENT TASK
development of key competences of teachers
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TEACHERS COMPETENCIES

• Being qualified for new methods of work in the
  classroom
• Being qualified for new tasks outside of the
  classroom (in the school, and with social
  partners)
• Being qualified to develop new competencies and
  new knowledge in students
• Development of own professional competencies
• Use of information and communication technology
  (ICT)

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SUBJECT MATTER AREAS

• Pedagogy, psychology
• New technologies
• Work with children with special needs
• External evaluation in the educational process
• Programs related to the EU
• Project related programs

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TARGET GROUPS

• Trainee teachers
• Teachers of vocational and theoretical subjects
• Teachers in charge of practical training outside
  the school
• Vocational teachers and teaching assistants
• Teachers for different occupations in the field
  of trades and crafts
• Teachers for work with children with special
  needs
• Teachers for the occupations of the teacher,
  mentor/advisor
• Teachers, heads of county/inter-county
  professional councils and professional councils
  of the City of Zagreb
• Teachers for different educational areas (18)
• Homeroom teachers
• Teachers in the CARDS 2003 program
• Teachers in the Kulturkontakt project

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FORMS OF IMPLEMENTING PROFESSIONAL DEVELOPMENT

• Plenary lectures
• Pedagogical workshops
• Consultations, working with mentors
• Remote learning ( e-learning)

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ORGANISATIONAL FORMS OF PROFESSIONAL DEVELOPMENT

• seminars
• workshops
• series of lectures on specific topics
• courses
• consultations
• study tours
• symposiums
• visiting exhibitions
• remote learning (e-learning)

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WORK METHODS

• Active, experience-based and cooperative learning
  and team work
• Oriented towards learning about processes, and
  not only learning about the contents
• Oriented towards developing personal style of
  learning
• Simulations, decoding, situational approach,
  problem solving, role plays

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ORGANISATION OF CONDITIONS FOR PROFESSIONAL
DEVELOPMENT

• Ensuring individual pace of work
• Enable immediate information on results
• Neutralize influences that would make one
  uncomfortable, tired or stressed
• Support successful behavior

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• EXPECTED EFFECTS OF PROFESSIONAL DEVELOPMENT
• Personal benefits increased confidence in
  performing ones work, satisfying ones need for
  socializing, supplementing and refreshing ones
  knowledge, satisfying some specific needs, and
  advancement in ones profession
• Social benefits improving the direct
  educational process, achieving better students
  results, promoting schools reputation, more
  successful partnership with students, colleagues,
  principals, representatives of companies/employers
  and the local community

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• EVALUATION
• Feed-back by participants (individual-group)
• Feed-back by trainers
• Short-term evaluation of how successful the
  implementation and the contents of the seminar
  were
• Long-term monitoring the effects of
  professional development through
• self-assessment by
  participants of how they apply the acquired
  knowledge
• evaluation overview of how
  the acquired knowledge and skills are applied
  in practice

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• DOCUMENTATION
• Application electronically, by filling in the
  application form posted on the Agency web site
  (www.aso.hr)
• Participation all participants of the
  conference are issued a certificate on
  professional development (program, which is
  implemented in modules, and participation is
  mandatory throughout the whole cycle)
• Way of reporting teachers (Teachers Council,
  School Professional Council)
• - head of the
  County/Inter-County Professional Council
  (providing information and disseminating the
  contents to teachers within the coordination,
  delivering report to the senior professional
  advisor/professional advisor)

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• THANK YOU FOR YOUR ATTENTION