PROFESSIONAL DEVELOPMENT POLICY OPTIONS

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1 PROFESSIONAL DEVELOPMENT POLICY OPTIONS INTRODUCTION AND POLICY EXPLORATION IN RELATION TO PROFESSIONAL DEVELOPMENT FOR VET TEACHERS AND TRAINERS IN TURKEY JULIAN STANLEY, ETF ISTANBUL, FEBRUARY 2016

2 INTRODUCE SYSTEMATIC APPROACHES TO, AND OPPORTUNITIES FOR, INITIAL AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF VET TEACHERS, TRAINERS AND MENTORS IN BOTH SCHOOL AND WORK BASED SETTINGS 2

3 Type of professional development Initial training for teaching /training staff in VET schools (Usually linked to qualification) Initial training for trainers, mentors in enterprises (May be linked to qualification) Continuing professional development for teaching / training staff in VET schools Continuing professional development for trainers, mentors in enterprises Other, e.g. trainers working in vocational training centres, professional development for teacher educators etc. Approaches BA or MA at university, teaching practice, industry practice, mentoring Training as Master, training as mentor Courses and events, in schools, universities, hotels, businesses; networks; on line learning Updating on technology and legislation, networking, on-line learning, additional skills 3

4 WHAT POLICY OPTIONS DOES RIGA SUGGEST? Policy development and implementation Knowledge gathering Needs analyses Learning opportunities Validation and certification of trainers prior learning Effective partnerships of all relevant stakeholders (particularly companies) to support professional development of VET teacher and trainers (including arranging training placements for VET teachers directly in companies Incentives to support companies to invest in their trainers professional development Promotional, information and awareness raising activities, e.g. awards, sharing of practice &&&& &&&& 4

5 WHERE DO POLICY OPTIONS COME FROM? HOW ARE THEY TAKEN FORWARD? Riga, an International Practice and Research (e.g.oecd, ETF) Policy choices Ongoing policy development in Turkey Ex-Ante Analysis of Policy Options Policy exploration events in Istanbul and Ankara 5

6 Meslek Dersi Öğretmenlerinin Eğitim İhtiyaçları ve Belirli Konularda Eğitim İhtiyacı olan ve Eğitim Almamış Öğretmenlerin Oranı İhtiyacı olduğunu belirten katılımcıların yüzdesi İhtiyacı olduğunu belirten ve son 12 ayda herhangi bir faaliyete katılmamış olan katılımcıların yüzdesi Geçerli vaka sayısı Geçerli vaka sayısı Meslek alan(lar)ımda bilgi ve anlama Öğrencilere yönelik geribildirim verme de dahil, meslek alan(lar)ımı öğretmede pedagojik yetkinlik Müfredat bilgisi Öğrenci ölçme ve değerlendirme uygulamaları Öğretmenler için BIT (bilgi ve iletişim teknolojileri) becerisi Öğrenci davranışları ve sınıf yönetimi Bireyselleştirilmiş öğrenmeye yönelik yaklaşımlar Özel eğitim ihtiyacı olan bireylere yönelik eğitim Müfredatlar arası (birden fazla müfredatı ilgilendiren) becerilerin öğretimi (örneğin, problem çözme, öğrenmeyi öğrenme) Gelecekte yapılacak işle ilgili meslekler arası (birden fazla mesleği ilgilendiren) yetkinlikleri geliştirmeye yönelik yaklaşımlar (örneğin, girişimcilik becerileri) İşyerinde yeni teknolojiler Öğrenci kariyer rehberliği ve danışmanlığı Kendi öğretim biçimimi işyerinde var olan uygulamalara daha uygun hale getirme

7 Participation in Continuing Professional Development VET Teachers Turkey and Serbia (%) Serbia Turkey OECD (TALIS) No training at all % In-service training out of school In-service training in school Professional development in vocational specialism Educational conferences or seminars Observation visits to other schools Observation visits or in-service training in business premises Number Survey by National Governments and ETF (2015) 7

8 DAY 2 EXPLORING POLICY OPTIONS 8

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10 PLEASE FEEDBACK 1. MAKE USE OF THE FLIP CHART 2. YOU HAVE ONLY 3 MINUTES TO PRESENT BACK TO THE REST OF THE GROUP 3. THE RAPPORTEUR SHOULD GIVE THEIR NOTES TO MS FEYHAN EVITAN CANBAY 4. AT THE END OF THE PRESENTATION YOU WILL BE ASKED TO VOTE FOR THE THREE POLICY OPTIONS WHICH WOULD BENEFIT MOST FROM IN DEPTH ANALYSIS 10