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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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Paris :
Organization for Economic Cooperation & Development,
2022.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 001 | EBOOKCENTRAL_on1376193955 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||||||| | ||
| 008 | 230701s2022 fr o ||| 0 eng d | ||
| 040 | |a EBLCP |b eng |c EBLCP |d REDDC |d OCLCQ |d OCLCF |d OCLCO | ||
| 020 | |a 9789264436657 | ||
| 020 | |a 9264436650 | ||
| 035 | |a (OCoLC)1376193955 | ||
| 050 | 4 | |a B1736.J3 |b .O333 2022 | |
| 082 | 0 | 4 | |a 370.6 |2 23 |
| 049 | |a UAMI | ||
| 100 | 1 | |a OECD. | |
| 245 | 1 | 0 | |a Preparing Vocational Teachers and Trainers |h [electronic resource]. |
| 260 | |a Paris : |b Organization for Economic Cooperation & Development, |c 2022. | ||
| 300 | |a 1 online resource (134 p.) | ||
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a Entry requirements for trainers are mostly related to vocational qualifications & 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 500 | |a Training providers to prepare in-company trainers | ||
| 520 | |a 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 time in work-based learning. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Vocational teachers |x Training of. | |
| 650 | 0 | |a Agricultural colleges. | |
| 650 | 6 | |a Professeurs (Enseignement professionnel) |x Formation. | |
| 650 | 6 | |a Écoles d'agriculture. | |
| 650 | 7 | |a Agricultural colleges |2 fast | |
| 650 | 7 | |a Vocational teachers |x Training of |2 fast | |
| 776 | 0 | 8 | |i Print version: |a OECD |t Preparing Vocational Teachers and Trainers |d Paris : Organization for Economic Cooperation & Development,c2022 |z 9789264557963 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=30477778 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL30477778 | ||
| 994 | |a 92 |b IZTAP | ||