Development Of Vocational Teachers Research Articles

The Challenges, Motivations and Countermeasures of Higher Vocational Teacher Cultivating in the Post-information Age

Global mega-trends such as automation, digitalization, green transformation and ageing population are bringing structural changes to labour markets around the world. However, most of existing researches are functional and cannot deal with the structural issue of vocational teacher training in the post-information age. This study focuses on the cultivation of higher vocational education teachers, analyzes the specific impact of the challenges and motivations of the cultivating of higher vocational teachers in the post-information age, and further discusses the countermeasures of the training path. The study proposes that the rapidly changing labour market, the aging of the teachers, the profound linkage with the labor market, and the increasingly complex system of higher vocational teachers' skills are all challenges to the cultivation of higher vocational teachers in the post-information era. The methods of enhancing teachers' motivation, focusing on teachers' teaching skills, fostering their innovative pedagogical methods and strengthening the top-level design of their human resources will promote the cultivation and development of vocational teachers' resources.

ENTREPRENEURSHIP EDUCATION IN VOCATIONAL TEACHER TRAINING: CONTEXT ANALYSIS

Vocational teacher training is at the heart of vocational education. The search for modernization of vocational teacher training leads to the incorporation of entrepreneurship education into vocational teacher training. However, little attention has been given to the context analysis of entrepreneurship education in vocational teacher training. The research question is as follows: what is the context for entrepreneurship education in vocational teacher training? The aim of the research is to analyze the macro-level context of entrepreneurship education in vocational teacher training underpinning elaboration of a hypothesis on the promotion of the development of vocational teachers’ entrepreneurship key competence within vocational teacher training. The present research involves a process of analysing the meaning of the key concepts entrepreneurship , entrepreneurship education , experience , competence , context and macro-level context . Moreover, the study demonstrates how the key concepts are related to the idea of “vocational teacher training”. Explorative research was employed. Interpretive research paradigm was used. The empirical study involved a focus group of five vocational education’s stakeholders from different European countries on September 23, 2014 in Brussels, Belgium. The findings of the research allow drawing the conclusions on the macro-level context of entrepreneurship education in vocational teacher training. Directions of further research are proposed. KEYWORDS: entrepreneurship, entrepreneurship education, experience, context, macro-level context, vocational teacher training, entrepreneurship key competence. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.939

Managing the implementation of a Collaborative Competence Based Teacher Education Course in Further Education

Abstract A competence based approach to the Advanced Diploma in Education (FE) teacher training course was introduced at beginning of the 1989/90 academic year in the University of Ulster. The following year an evaluation of the course began which was completed in 1994. This included a survey of the attitudes of the staff involved with managing the implementation of the course. Included in this were members of the University Course Team, the college staff who carry out work based assessments and the Education and Library Boards who monitor such assessments. The results showed that all parties positively regarded the competence based approach both in relation to it as an initial teacher training course and as a tool in the professional development of vocational teachers. The study, however, highlighted the difficulties inherent in the maintenance of standards in collaborative teacher education and there are recommendations for the further development of future programmes.