Preparing vocational teachers and trainers

Preparing vocational teachers and trainers

Teachers and in-company trainers are central to vocational education and training (VET), as they support the school-to-work transitions of learners from diverse backgrounds. VET teachers develop learners' skills in school-based settings, while in-company trainers support learners during their t...

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Detalles Bibliográficos
Autor principal: Organization for Economic Cooperation (author)
Autor Corporativo: Organization for Economic Cooperation, author (author)
Formato: Libro electrónico
Idioma:Inglés
Publicado: Paris, France : OECD Publishing [2022]
Edición:1st ed
Materias:
Vocational teachers > Training of.
Agricultural colleges.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704838806719
Tabla de Contenidos:
  • Intro
  • Foreword
  • Acronyms and abbreviations
  • Executive summary
  • 1 Key insights on preparing vocational teachers and trainers
  • 1.1. Skill requirements for teaching and training in VET
  • 1.1.1. VET teachers need a sophisticated mix of knowledge and skills
  • 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace
  • 1.1.3. Shortages of teachers and trainers in VET are common
  • 1.2. Strategies to ensure that VET teachers and trainers are well-prepared
  • 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality
  • 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms
  • 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies
  • 1.3.1. Entry requirements for VET teachers
  • Setting clear entry requirements that contribute to the quality of teaching
  • Allowing for some flexibility without compromising on quality
  • 1.3.2. Entry requirements for in-company trainers
  • Entry requirements for trainers are mostly related to vocational qualifications &amp
  • experience
  • Setting guidelines on skills of in-company trainers can foster training quality
  • 1.3.3. Initial training and preparation for VET teachers
  • Flexibility is key in ITET for VET teachers
  • Financial support schemes increase the accessibility of ITET
  • Balancing the autonomy of ITET providers with quality assurance mechanisms
  • Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training
  • 1.3.4. Initial preparation for in-company trainers
  • Providing accessible and flexible training options
  • Providing relevant and high-quality training
  • References
  • Note.
  • 2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada
  • 2.1. A snapshot of vocational education and training in Canada
  • 2.1.1. The structure of the Canadian VET system
  • Work-based learning and school-based learning
  • VET teachers and trainers
  • 2.1.2. Governance of the Canadian VET system
  • 2.2. Entry requirements for teachers and trainers in VET in Canada
  • 2.2.1. Qualification, experience and skill requirements for teachers in VET
  • 2.2.2. Qualification, experience and skill requirements for in-company trainers
  • 2.3. Initial preparation for teachers and trainers in VET in Canada
  • 2.3.1. Initial teacher education and training
  • Teacher training providers and programmes
  • Target competences, content and curriculum
  • The design and delivery of teacher education and training
  • Financing of teacher education and training
  • Quality assurance in initial teacher education and training
  • 2.3.2. Preparation for in-company trainers
  • Training providers to prepare in-company trainers
  • The content and delivery of training for in-company trainers
  • References
  • Notes
  • 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark
  • 3.1. A snapshot of vocational education and training in Denmark
  • 3.1.1. The structure of the Danish VET system
  • Work-based learning and school-based learning
  • VET teachers and trainers
  • 3.1.2. Governance of VET in Denmark
  • 3.2. Entry requirements for teachers and trainers in VET in Denmark
  • 3.2.1. Qualification, experience and skill requirements for teachers in VET
  • 3.2.2. Qualification, experience and skill requirements for in-company trainers
  • 3.3. Initial preparation for teachers and trainers in VET in Denmark
  • 3.3.1. Initial teacher education and training in VET
  • VET teacher training providers.
  • The content of VET teacher training
  • The delivery of initial teacher education and training
  • Financing initial teacher education and training
  • Quality assuring initial teacher education and training
  • 3.3.2. Preparation for in-company trainers
  • The content of training for in-company trainers
  • Financing training for in-company trainers
  • Quality assurance of training for in-company trainers
  • References
  • Notes
  • 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany
  • 4.1. A snapshot of vocational education and training in Germany
  • 4.1.1. The structure of the German VET system
  • Work-based and school-based learning
  • VET teachers and trainers
  • Governance of the VET system in Germany
  • 4.2. Entry requirements for teachers and trainers in VET in Germany
  • 4.2.1. Qualification, experience and skill requirements for teachers in VET
  • Regular VET teacher qualifications
  • VET teachers as 'side-entrants'
  • 4.2.2. Qualification, experience and skill requirements for in-company trainers
  • General regulations and practice
  • Exceptions
  • 4.3. Initial preparation for teachers and trainers in VET in Germany
  • 4.3.1. Initial teacher education and training in VET
  • Teacher training providers, duration and entry requirements
  • The content of initial teacher education and training
  • Phase 1: Teacher training at university and other educational institutions
  • Phase 2: Preparatory service
  • Financing initial teacher education and training
  • Phase 1: University studies
  • Phase 2: Preparatory service
  • Quality assurance in initial teacher education and training
  • 4.3.2. Preparation for in-company trainers
  • Training providers
  • The content of training for in-company trainers
  • The delivery of training for in-company trainers
  • Financing training for in-company trainers.
  • Quality assurance of training for in-company trainers
  • References
  • Notes
  • 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands
  • 5.1. A snapshot of vocational education and training in the Netherlands
  • 5.1.1. The structure of the Dutch VET system
  • Work-based learning and school-based learning
  • VET teachers and trainers
  • 5.1.2. Governance and financing of the Dutch VET system
  • 5.2. Entry requirements for teachers and trainers in VET in the Netherlands
  • 5.2.1. Qualification, experience and skill requirements for teachers in VET
  • Regular teacher qualifications for secondary education
  • Qualification requirements for 'lateral entry' in MBO
  • Qualification requirements for instructors in MBO
  • Qualification requirements to teach in HBO programmes
  • 5.2.2. Qualification, experience and skill requirements for in-company trainers
  • 5.3. Initial preparation for teachers and trainers in VET in the Netherlands
  • 5.3.1. Initial education and training for VET teachers and instructors
  • MBO teacher and instructor training providers, target competences, content and curriculum
  • The delivery of MBO teacher and instructor education and training
  • Financing of teacher education and training
  • Quality assurance in MBO teacher education and training
  • ITET to become HBO teacher
  • 5.3.2. Preparation for in-company trainers
  • References
  • Notes
  • 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway
  • 6.1. A snapshot of vocational education and training in Norway
  • 6.1.1. The structure of the Norwegian VET system
  • Work-based learning
  • VET teachers and trainers
  • 6.1.2. Governance
  • 6.2. Entry requirements for teachers and trainers in VET in Norway
  • 6.2.1. Qualification, experience and skill requirements for teachers in VET.
  • General regulations and practice
  • Exceptions
  • 6.2.2. Qualification, experience and skill requirements for in-company trainers
  • 6.3. Initial preparation for teachers and trainers in VET in Norway
  • 6.3.1. Initial teacher education and training
  • Teacher training providers, duration, entry requirements
  • Target competences, content and curriculum
  • The delivery of teacher education and training
  • Financing of teacher education and training
  • Quality assurance in initial teacher education and training
  • 6.3.2. Preparation for in-company trainers
  • References
  • Notes
  • Annex A. Simplified ISCED mappings
  • References
  • Blank Page.

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