Session Information
02 SES 07 B, Teachers & Trainers III: Self-Reflection
Paper Session
Contribution
One field in the development of VET systems that bears serious development risks and possibilities all over the world is teacher training. In the last decade, the McKinsey report was an essential factor in recognizing the fact (Barber and Mourshed, 2007) that the future success and efficiency of educational systems was highly dependent on the teachers’ quality and the effectiveness of their preparation. In VET, where educational content is permanently changing, and the learning environment has deeply transformed during the latest years, the level of technical education very much depends on the teachers’ methodological skills. Also, the renewal of the didactics applied in VET has become of exceptional importance during the latest years (Gessler, Herrera, 2015) mainly because owing to the online and interactive technologies (Beetham and Sharpe, 2013) the educational and learning environment has opened up many new opportunities (Mészáros, 2014).
In 2016, the Hungarian Academy of Sciences launched a four-year program that placed methodological modernization into the focus of subject pedagogical developments. One of the core features of our project is that in line with the nature of VET, stepping beyond the disciplinary frameworks and adjusting to the sectoral characteristics of VET and the structure of vocational teacher training, it aims to develop the methodological skills of the engineer-economist teachers in the online environment, with interactive techniques and collaborative processes (Benedek and Molnar, 2015). It is a specific, future-oriented challenge that the innovation model we wish to present in our lecture is being formed in a technical university environment that has a history of almost one and a half century in the field of vocational teachers' training.
In a didactical sense, this model theoretically based on the classic student-teacher-content triangle. However, the development scope is much more complex (Haege, 2015). Relying on the attitude surveys, we strived to develop the teachers’ and the students’ activity, as well, and to compose construction tasks similar to those in community-based content development. Micro contents that are connected to the creation of the learning results at the elementary level fulfilled important functions as construction tasks. On the one hand, connecting to the system of curricula, learning objectives and results in content development indicate a trend of collaborative creation in which activities may lead to concrete aims, results and successes (Ure, 2015). On the other hand, the role of images, that are permanently required in vocational didactics, as well, can be much more strongly asserted than in traditional processes. By applying the BYOND attitude, considerable student activity can be achieved, and at the same time, learning content can be developed in a differentiated way, deficiencies can be completed and the existing learning units updated.
This lecture primarily aims to describe the whole system relying on the first experiences in the operation of the OCD model, and so make the adoption available for a wider range of practice. One of the essential elements of our model is to implement strategic developments in the higher education phase of vocational teacher training. By doing so, we provide the possibility of learning the new methodology and the connecting techniques for the career starter vocational teachers. In the current phase of our project, we are establishing the infrastructural conditions (Sik, 2018) of the system connecting to content development, which will provide help for the teachers in the course of content development (creation of micro contents). Within the frames of the action research, we support collaboration between teachers in the pedagogical practice as well as the sharing and archiving of the new content in a network system by providing up-to-date cloud services.
Method
The conceptional background of our research is connected to the analyzations the frameworks of which were set by our research community at several fora (ECER VETNET, EDULEARN, and INTED) along with our international activities aimed at renewing vocational didactics. The theoretical foundation is also supported by some international research projects (Opening Up Education), which is also crucial for Hungarian applied research (Pongrácz, 2017). Based on these, the authors can build action research on BYOD / BYOC approach. Since 2016, a network of 12 schools established in which teachers and students implement content development activities. This work aims to reduce the deficits in vocational learning materials as well as to modernize the slowly changing content. About the possibilities of local innovation, the methodological speciality of our project is the development of vocational micro-content and the creation of the connecting new pedagogical practice. The development is open for teachers and pupils, as well, therefore during the research, surveys examining the teachers’ and students’ attitudes have been made. In this lecture, the author will address the role of ICT in vocational education, teacher training, and cloud-based and mobile learning methods. In addition to the theoretical considerations, the authors support the hypotheses through practice-oriented applications drawn from professional teacher training and empirical surveys and seek answers to open questions. The basis of investigation is based on a simple stratified sampling method regarding a quantitative survey concluded in 2017, which reflects the results of a target group of N = 157 people. This lecture primarily aims to describe the whole system relying on the first experiences in the operation of the OCD model (Benedek and Molnár, 2017), and so make the adoption available for a broader range of practice. One of the essential elements of our model is to implement strategic developments in the higher education phase of vocational teacher training. By doing so, we provide the possibility of learning the new methodology and the connecting techniques for the career starter VET teachers. In the current phase of our project, we are establishing the infrastructural conditions of the system connecting to content development, which will provide help for the teachers in the course of content development (creation of micro contents). Within the frames of the action research, we support collaboration between teachers in the pedagogical practice as well as the sharing and archiving of the new content in a network system by providing modern cloud services.
Expected Outcomes
According to the activities done during the preparation year (2015) and the currently running project (2016-2020), the first results of our researches can be summarized as follows: • we have established the theoretical background that gives the basis for our three-level model the internal structure of which is as follows: • the VET didactical analyzation of the micro-content connected to the learning results at the elementary level • initiation of methodological innovation in vocational teacher training and the further education of teachers working in VET • establishment of a pilot school-network (12 schools) I which we examine the impacts and the results of the innovation The starting point of our VET didactical principles is that less and less fixed and stable learning materials are available in VET. Therefore a new type of partnership must be created in content development that allows the teachers’ and students’ active participation. The OCD model, which is aimed at serving this objective, necessarily requires a modern ICT-based infrastructure that allows online and collaborative learning. The process, that has already been introduced and tested in school practice, shapes the teachers’ content development culture at the micro level. The development of micro-content allows cooperation while the size of the task and the time demanded by the applied process can be adjusted to the teachers’ everyday activities. An essential condition of this method, which focuses on a training field wider than the traditional disciplinary - subject based view, is that the teachers get targeted preparation to use it. The basic phase of this is teacher training. However, the teachers’ further training is also of great importance as well as the local support of developments. In the next phase of our research, we will primarily focus on the analyzation of these impacts and the operational results of the OCD model.
References
Barber, M. & Mourshed, M. (2007): How the world’s best-performing school systems come out on top. McKinsey and Co. Beetham, H. and Sharpe, R. (ed.) (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st century learning (2nd edition). Abingdon: Routledge.See more: http://www.dtransform.eu/ Benedek, A.; Horváth Cz. J.(2016): New methods in the digital learning environment: micro contents and visual case studies. In: António Moreira Teixeira, András Szűcs, Ildikó Mázár (eds. Re-Imaging Learning Environments: Proceedings of the European Distance and E-Learning Network 2016 Annual Conference. 802 p. Budapest: European Distance and E-Learning Network (EDEN), 2016. pp. 27-34. (ISBN:978-615-5511-10-3 Benedek, A.; Molnár, Gy. (2015). New Approaches to the E-content and E-textbook in Higher Education, In: L Gómez Chova, A López Martínez, I Candel Torres (eds.), INTED2015 Proceedings: 9th International Technology, Education and Development Conference. Madrid, Spain,: International Academy of Technology, Education and Development (IATED), pp. 3646-3650. Benedek A.; Molnár Gy (2017): Open content development in ICT environment.In: L Gómez Chova , A López Martínez , I Candel Torres (szerk.) INTED2017 Proceedings: 11th International Technology, Education and Development Conference . 10106 p. Valencia: International Association of Technology, Education and Development (IATED), 2017. pp. 1883-1891. (ISBN:978-84-617-8491-2) Gessler, M, Herrera M,L.(eds.), (2015) Special Edition: Vocational Didactics, International Journal for Research in Vocational Education and Training, Vol. 2, No. 3, Colons, A.; Halverson, R. (2009) Rethinking Education in the Age of Technology. Teacher College Press, New York. Hæge, N. (2015) Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training. International Journal for Research in Vocational Education and Training (IJRVET) Vol. 2, No. 3 (Special Issue): 182-194, DOI: 10.13152/IJRVET.2.3.4 Ure, O.J.(2015). Governance for Learning Outcomes in European PolicyMaking: Qualification Frameworks Pushed through the Open Method of Coordination. International Journal for Research in Vocational Education and Training (IJRVET) Vol. 2, No. 4: 268-283, DOI: 10.13152 Sik, D. (2018): Introduction and Implementation of a Multi-leveled E-learning Environment Based on the Open Content Development Model Principles ADVANCES IN INTELLIGENT SYSTEMS AND COMPUTING 716:(2) pp. 64-70. Pongrácz, A. (2017): Der Arbeitsmarkt und die berufliche Bildung in der Automobilindustrie in Ungarn heute. EDU Szakképzés és környzetpedagógiai elektronikus szakfolyóirat ,7 : 1 pp. 7-26. Mészáros, A. (2014): Examples of the realization of the Hungarian higher education human resource development, pp. 269-276. In: Safet, Brdarevic; Sabahudin, Jasarevic (Ed.) The 3rd Conference Odrzavanje – Maintenance, Zenica, Bosznia-Hercegovina : University of Zenica Faculty of Mechanical Engineering, p. 352
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