Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?
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 t...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2015-06-01
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| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://ojs.cepsj.si/index.php/cepsj/article/view/140 |
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| _version_ | 1850145993320824832 |
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| author | Säde-Pirkko Nissilä Asko Karjalainen Marja Koukkari Pirkko Kepanen |
| author_facet | Säde-Pirkko Nissilä Asko Karjalainen Marja Koukkari Pirkko Kepanen |
| author_sort | Säde-Pirkko Nissilä |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e45e75fcf9db4e8086578fdb424cf4db |
| institution | OA Journals |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2015-06-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-e45e75fcf9db4e8086578fdb424cf4db2025-08-20T02:27:57ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472015-06-0152Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?Säde-Pirkko NissiläAsko KarjalainenMarja KoukkariPirkko KepanenCompetence-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.https://ojs.cepsj.si/index.php/cepsj/article/view/140attitudecooperationlearning in work placeslife-long and life-wide learningprofessional development |
| spellingShingle | Säde-Pirkko Nissilä Asko Karjalainen Marja Koukkari Pirkko Kepanen Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? Center for Educational Policy Studies Journal attitude cooperation learning in work places life-long and life-wide learning professional development |
| title | Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? |
| title_full | Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? |
| title_fullStr | Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? |
| title_full_unstemmed | Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? |
| title_short | Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities? |
| title_sort | towards competence based practices in vocational education what will the process require from teacher education and teacher identities |
| topic | attitude cooperation learning in work places life-long and life-wide learning professional development |
| url | https://ojs.cepsj.si/index.php/cepsj/article/view/140 |
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