Teachers’ training schemes and their preparation for secondary vocational education
Practices and concerns in Greece
Keywords:
vocational education, teachers’ training, vocational education teachers
Abstract
The analysis conducted in this paper provides useful insights about training of vocational and technical teachers, both in terms of the theoretical framework surrounding the concept and how it’s applied in Europe in general and Greece in specific. Taking the analysis of technical teachers’ training into account, as well as its basic concepts and characteristics, it is clear that the central aim of the concept is to combine the need for teachers to acquire the necessary professional skills to practice their profession and be consistent with labour market and industrial standards at the same time. In order for these objectives to be achieved, vocational and technical teachers need to be subject to professionalization, which shall accompany throughout the whole duration of their professional career. These needs are summarized in that teachers must be characterized by discipline, acquisition of certain academic knowledge, and their combination with pedagogical studies. The case study of ASPETE’s training program for vocational and technical teachers was very indicative of what these teachers actually need, in order to effectively practice their profession. Essentially, training programs must focus on the changing roles and tasks for vocational and technical teachers in modern years, as well as combine academic courses with real-life practice, so that prospective teachers are exposed to real teaching activities, long before they officially start building their professional career.
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References
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Buchberger, F., Campos, B.P., Kallos, D., & Stephenson, J. (2007). Green paper on teacher education in Europe. Urnea, Sweden: TNTEE.
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Chappell, C., & Johnston, R. (2003). Changing work: changing roles for vocational education and training teachers and trainers. Leabrook, SA: NCVER.
Combs, J., & Soper, I. (2005). What You Should Know About Teaching and Learning. Bloomington, IN: Phi Delta Kappa.
Cooper, B.S. (2009). Retooling Teachers: The New York Experience. Phi Delta Kappan: 602-06.
Corben, H., & Thomson, K. (2003). What makes a great teacher? Attributes of excellence in VET. Paper presented at the TAFE Directors Australia National Conference, Adelaide.
Dunn, R.S., & Dunn, K.J. (1979). Learning styles/teaching styles: Should they . . . can they ... be matched?”. Educational Leadership, 36(4), 238-244. https://www.ascd.org/el/articles/learning-styles-teaching-styles-should-they...-can-they...-be-matched
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Eurydice (2007). Two decades of reform in higher education in Europe: 1980 onwards. Brussels: Eurydice.
Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38. https://doi.org/10.1111/j.1467-8527.2007.00392.x
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Karmas, A.C. (2010). Hellenic Education on the Threshold of the Year 2010. Athens: Karmas.
Masri, M. (2006). The changing demands of the 21st century: challenges to technical and vocational education. Keynote address presented to the UNESCO Second International Congress on Technical and Vocational Education, Seoul, 26-30 April.
McKinsey (2007). How the world’s best-performing schools come out on top. McKinsey & Company, Int.
Moon, B. (2010). A retrospective view of the national case studies on institutional approaches to teacher education. In B. Moon, L. Vlasceanu & L.C. Barrows (eds.), Institutional approaches to teacher education within higher education in Europe (pp. 321-337). Bucharest, Romania: UNESCO-CEPES Publications.
OECD (2005). Teachers Matters. Attracting, Developing and Retaining Effective Teachers – Final Report: Teachers Matter. Available at: http://www.oecd.org/document/52/0,3343,en_2649_39263231_34991988_1_1_1_1,00.html (accessed 21 July 2022).
OLME (2008). Initial Education and Teacher’s Education in Greece. Athens: Greek Federation of State School Teachers of Secondary Education.
Papagueli-Vouliouris D. (2009). Evaluation of Teacher Education in Greece - a political demand of our time (Vol. 2, Nr. 2, pp. 12-138). Athens: Education Research Center, TNTEE Publications.
Paulissen, M. O. (1995). Two case studies of beginning teachers in state-mandated induction programs: The influence of institutional factors. Washington, DC: ERIC Document Service No. ED 270 388.
Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe’s success (Lisbon Council Policy Brief, Mar. 2006). Brussels: The Lisbon Council.
Schon, D.A. (1990). The reflective practitioner: how professionals think in action. New York: Basic Books.
Snoek, M., & Žogla, I. (2009). Teacher Education in Europe; Main Characteristics and Developments. In A. Swennen & M. van der Klink (eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 11-27). Dordrecht: Springer.
Snoek, M., Uzerli, U., & Schratz, M. (2008). Developing Teacher Education Policies through Peer Learning. In B. Hudson & P. Zgaga (eds.), Teacher Education Policy in Europe: A Voice from Higher Education Institutions. Umea: University of Umea, Faculty of Education.
Tzortzi, S. (2013). Secondary teachers training schemes for their preparation for technical and vocational education in Greece. Dissertation for MA in Education, Roehampton University and ASPETE.
UNESCO & ILO (2009). Technical and vocational education and training for the twenty-first century. Paris: UNESCO and International Labour Organization.
Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22(1), 15–33. https://doi.org/10.1080/13639080802709620
Buchberger, F., Campos, B.P., Kallos, D., & Stephenson, J. (2007). Green paper on teacher education in Europe. Urnea, Sweden: TNTEE.
Carlson, S. (2002). The Missing Link in Educational Technology: TRAINED TEACHERS. TechKnowLogia, October - December 2002, 7-11. http://www.techknowlogia.org/TKL_active_pages2/Archives/main.asp
CEDEFOP (2004). Teachers and trainers in vocational education and training (Vol.3). Thessaloniki, Greece: European Centre for the Development of Vocational Training.
CEDEFOP (2010). Vocational education and training in Greece: a short description, Cedefop (Panorama Series 59). Luxembourg: Office for Official Publications of the European Communities, European Centre for the Development of Vocational Training.
Chappell, C., & Johnston, R. (2003). Changing work: changing roles for vocational education and training teachers and trainers. Leabrook, SA: NCVER.
Combs, J., & Soper, I. (2005). What You Should Know About Teaching and Learning. Bloomington, IN: Phi Delta Kappa.
Cooper, B.S. (2009). Retooling Teachers: The New York Experience. Phi Delta Kappan: 602-06.
Corben, H., & Thomson, K. (2003). What makes a great teacher? Attributes of excellence in VET. Paper presented at the TAFE Directors Australia National Conference, Adelaide.
Dunn, R.S., & Dunn, K.J. (1979). Learning styles/teaching styles: Should they . . . can they ... be matched?”. Educational Leadership, 36(4), 238-244. https://www.ascd.org/el/articles/learning-styles-teaching-styles-should-they...-can-they...-be-matched
European Commission (2005). Common European Principles for Teacher Competences and Qualifications. Brussels: European Commission.
European Commission (2007). Improving the Quality of Teacher Education. Brussels: European Commission.
Eurydice (2002). Structures of Education, Vocational Training and Adult Education Systems in Europe, Greece. Brussels: Eurydice.
Eurydice (2007). Two decades of reform in higher education in Europe: 1980 onwards. Brussels: Eurydice.
Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38. https://doi.org/10.1111/j.1467-8527.2007.00392.x
Evetts, J. (2006). Introduction: Trust and professionalism: Challenges and occupational changes. Current Sociology, 54(4), 515-531. https://doi.org/10.1177/0011392106065083
Gardner, W. (1984). A nation at risk: Some critical comments. Journal of Teacher Education, 35(1), 13-15. https://doi.org/10.1177/002248718403500104
Grollmann, P. (2009). Professionalization of VET Teachers and Lecturers and Practices in TVET institutions in an International Perspective. In R. McLean & D. Wilson (eds.), International Handbook of Education for the Changing World of Work (pp. 1190–1191). Dordrecht: Springer.
Hellenic Ministry of Education and Religious Affairs (2010). A report on education and training in Greece. Athens, Greece: Education Research Centre of Greece.
Hmelo-Silver, C.E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
John, D. (2004). Identifying the key factors affecting the chance of passing vocational education and training subjects. Adelaide: NCVER.
Kantonidou, M.M, & Chatzarakis, G. (2005). Technical teacher training in Greece: trends, concerns and innovative attempts. European Journal of Teacher Education, 28(3), 245–258. https://doi.org/10.1080/02619760500268766
Kantonidou, M.M., & Chatzarakis, G.E. (2011). Technical teacher training in Greece: trends and concerns. In F. Fluckiger, R. Ruprecht & R. Scheurer (eds.), Local identity—global awareness. Engineering education today (pp. 797-802). Fribourg, Switzerland: University of Applied Sciences of Western Switzerland.
Karmas, A.C. (2010). Hellenic Education on the Threshold of the Year 2010. Athens: Karmas.
Masri, M. (2006). The changing demands of the 21st century: challenges to technical and vocational education. Keynote address presented to the UNESCO Second International Congress on Technical and Vocational Education, Seoul, 26-30 April.
McKinsey (2007). How the world’s best-performing schools come out on top. McKinsey & Company, Int.
Moon, B. (2010). A retrospective view of the national case studies on institutional approaches to teacher education. In B. Moon, L. Vlasceanu & L.C. Barrows (eds.), Institutional approaches to teacher education within higher education in Europe (pp. 321-337). Bucharest, Romania: UNESCO-CEPES Publications.
OECD (2005). Teachers Matters. Attracting, Developing and Retaining Effective Teachers – Final Report: Teachers Matter. Available at: http://www.oecd.org/document/52/0,3343,en_2649_39263231_34991988_1_1_1_1,00.html (accessed 21 July 2022).
OLME (2008). Initial Education and Teacher’s Education in Greece. Athens: Greek Federation of State School Teachers of Secondary Education.
Papagueli-Vouliouris D. (2009). Evaluation of Teacher Education in Greece - a political demand of our time (Vol. 2, Nr. 2, pp. 12-138). Athens: Education Research Center, TNTEE Publications.
Paulissen, M. O. (1995). Two case studies of beginning teachers in state-mandated induction programs: The influence of institutional factors. Washington, DC: ERIC Document Service No. ED 270 388.
Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe’s success (Lisbon Council Policy Brief, Mar. 2006). Brussels: The Lisbon Council.
Schon, D.A. (1990). The reflective practitioner: how professionals think in action. New York: Basic Books.
Snoek, M., & Žogla, I. (2009). Teacher Education in Europe; Main Characteristics and Developments. In A. Swennen & M. van der Klink (eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 11-27). Dordrecht: Springer.
Snoek, M., Uzerli, U., & Schratz, M. (2008). Developing Teacher Education Policies through Peer Learning. In B. Hudson & P. Zgaga (eds.), Teacher Education Policy in Europe: A Voice from Higher Education Institutions. Umea: University of Umea, Faculty of Education.
Tzortzi, S. (2013). Secondary teachers training schemes for their preparation for technical and vocational education in Greece. Dissertation for MA in Education, Roehampton University and ASPETE.
UNESCO & ILO (2009). Technical and vocational education and training for the twenty-first century. Paris: UNESCO and International Labour Organization.
Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22(1), 15–33. https://doi.org/10.1080/13639080802709620
Published
2022-09-15
How to Cite
Tzortzi, S., & Papakitsos, E. (2022). Teachers’ training schemes and their preparation for secondary vocational education. International Journal of Research in Educational Sciences., 5(4), 195 - 223. Retrieved from http://iafh.net/index.php/IJRES/article/view/378
Section
Articles
Copyright (c) 2022 Spyridoula Tzortzi, Evangelos C. Papakitsos
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