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...

Descripción completa

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: OECD
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Paris : Organization for Economic Cooperation & Development, 2022.
Temas:
Vocational teachers > Training of.
Agricultural colleges.
Professeurs (Enseignement professionnel) > Formation.
Écoles d'agriculture.
Agricultural colleges
Vocational teachers > Training of
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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
  • 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
  • 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
  • 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
  • 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

Ejemplares similares