Measuring the competence-quality of vocational teachers: An advocatory approach

Abstract

Using a sample of 110 persons, this study examined the "advocatory approach" for predicting the quality of (VET) teacher's competency profiles. The participants (teachers, experts, non-teachers) observed a concrete teaching behaviour using a film vignette, and judged it by means of different quality criteria. The hypothesis that differences in the groups, who evaluate, elicit differing sensitivity about the quality of specified teaching competencies (and not teaching performance) was mostly confirmed. We suggest that teachers can individually compare their values with expert values and non-teacher values, and thus use the discrepancies in quality sensitivity for the purposes of self-guided in-service training.

Erforschung potenzieller Entwicklungsverläufe diagnostischer Fähigkeiten angehender Chemielehrkräfte hinsichtlich Lernendenvorstellungen – Die Bedeutung individueller Vorstellungen über Lernendenvorstellungen

“…Die Diagnose lehr-lernrelevanter Aspekte ist eine anspruchsvolle und anforderungsreiche Tätigkeit (Hascher 2008). Videos werden in der Lehrpersonenbildung bereits seit Jahrzehnten eingesetzt (van Es und Sherin 2008) und mit zahlreichen und oft affektiven Aspekten wie einer hohen Motivation, einem gesteigerten Interesse oder einer wahrgenommene Authentizität in Verbindung gebracht (Brovelli 2014;Krammer und Reusser 2005;Oser et al 2009). Neben Szenarien zur Förderung allgemeindidaktischer Elemente (z.…”

The Concept of a Digital Twin and Its Potential for Learning Organizations

“…Learning in a constructivist sense is subject to many different influence factors and is therefore also to be regarded as subjective experience with an open outcome. For example, learning to speak openly about one's own mistakes and, thus, enable others to learn from them as advocatory mistakes (Oser et al 2009) requires a supportive organizational environment. Otherwise, individuals tend to hide mistakes in order to avoid sanctions, and a repetition of the same mistake becomes probable (Harteis et al 2008).…”

Empirical Research on Leadership Capacity of Secondary Vocational Teachers in Yunnan Province of China

“…Technical and vocational education training focus on the teaching of teacher abilities (Grollmann, 2008). The vocational education and training (VET) system for Teachers Professional Development (TPD) includes knowledge, actions, motivations and problem-solving skills (OECD, 2011;Oser, Salzmann, & Heinzer, 2009). In vocational schools, TPD is related to competency-based education, which requires teachers to change their role from experts to students (Seezink, 2009).…”