Abstract
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.
Highlights
Competence-based education systemCompetence-based education is becoming increasingly dominant in European countries and Australia (Clarke & Winch, 2007; De Bruijn, 2004)
The term “competence-based education” seems to cover various ideas: teachers taking into account the changes in the education system, a greater access to A-levels, the students’ heterogeneity, the inclusion of children with special needs as well as the growing autonomy for junior high school and grammar school
There is an emphasis on teacher autonomy in order to adapt oneself to the local contexts. (FNBE, 2014.)
Summary
Competence-based education systemCompetence-based education is becoming increasingly dominant in European countries and Australia (Clarke & Winch, 2007; De Bruijn, 2004). Earlier research reports described how teachers in competence-based vocational education changed their teaching practice (e.g. de Bruijin & Van Kleef, 2006). General observations efforts have been made in Finland since 1994 to promote competence-based vocational education, change remains a work in process.
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