School-based In-service Teacher training: Handbook for Policymakers and Practitioners

Hans Jørgen Knudsen, Elvira Hadzibegovic-Bubanja, Søren P. Nielsen, Jeny Petkova

    Publikation: Bog/antologi/rapport/kliniske retningslinjerRapportForskning

    Abstract

    In many ETF partner countries new and more student-activating pedagogical methods are required to achieve better student performance. Approaches to develop key competences are high on reform agendas in transition countries, in particular with a focus on how to develop learning-to-learn capacities of students. This Handbook, which builds on experiences and materials from a 2-year school-based teacher development project organised by ETF and the National VET Centre in Montenegro, gives an overview of how this may be done. The purpose of the booklet is to capture and take forward new teaching and learning methodologies and to produce guidelines for organisation of such competence development of teachers. The ambition is to inspire and enable policymakers and practitioners to organise a school-based approach to continuing professional development of teachers in VET schools (and teachers in other upper–secondary education).

    The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership. As macro-reforms in education often fail, it is based on a principle of ‘the small steps’, which will require active support from external consultancy through for instance national VET Centres or Pedagogical Institutes. The aim of the publication is therefore to set the cornerstones for such school-based initiatives as an integral part of modern teacher education programmes.

    The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines and toolkits that merely have to be properly used to have the expected outcomes. The Handbook is therefore presenting approaches, methods and tools that will enable facilitation of policy learning, but it is not a traditional manual from which the truth can be quoted.

    In many ETF partner countries new and more student-activating pedagogical methods are required to achieve better student performance. Approaches to develop key competences are high on reform agendas in transition countries, in particular with a focus on how to develop learning-to-learn capacities of students. This Handbook, which builds on experiences and materials from a 2-year school-based teacher development project organised by ETF and the National VET Centre in Montenegro, gives an overview of how this may be done. The purpose of the booklet is to capture and take forward new teaching and learning methodologies and to produce guidelines for organisation of such competence development of teachers. The ambition is to inspire and enable policymakers and practitioners to organise a school-based approach to continuing professional development of teachers in VET schools (and teachers in other upper–secondary education).

    The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership. As macro-reforms in education often fail, it is based on a principle of ‘the small steps’, which will require active support from external consultancy through for instance national VET Centres or Pedagogical Institutes. The aim of the publication is therefore to set the cornerstones for such school-based initiatives as an integral part of modern teacher education programmes.

    The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines and toolkits that merely have to be properly used to have the expected outcomes. The Handbook is therefore presenting approaches, methods and tools that will enable facilitation of policy learning, but it is not a traditional manual from which the truth can be quoted.

    OriginalsprogEngelsk
    ForlagEuropean Training Foundation
    StatusUdgivet - 2011

    Citationsformater