The competence-based development of teachers in vocational education

Abstract

Didactic education and/or in-service training of teachers in higher education institutions based on (self)assessment of their own competencies and educational needs is or should be the basis for their professional development. According to such assumption, founded on the current didactic approaches, and rooted in the constructive alignment and andragogical participatory planning, we researched the opinion of teachers and associates of higher vocational studies to find out how they assess their pedagogical-didactic ability, to address on that basis induced dilemmas, and if possible, to offer certain solutions for teachers’ professional development in the domains of pedagogy and didactic. The research was conducted on a proper sample of teachers and associates employed in vocational high schools in Novi Sad and Belgrade (N=124). Data were collected by instrument that combined survey-type questions and three-level descriptive assessment scales. The majority of the teachers and associates (88.7%) stated that they do not have special pedagogical and didactic education, and that the assessment of certain didactic competencies (45 items) varies from “possess knowledge about ways how to support students from vulnerable social groups” (M=2,33; SD=0,729), “possess knowledge about the characteristics of cognitive development of young people” (M=2,42; SD=0,651), “possess knowledge and abilities to diagnose individual abilities, potentials and talents.” (M=2,57; SD=0,614) to “possess pedagogical skills of group management” (M=2,94; SD=0,278), “possess knowledge how to act in accordance with the principles of multiculturalism and non-discrimination” (M=2,95; SD=0,215), and “possess skills and knowledge for planning own professional development based on the results of self-evaluation and external work evaluation” (M=2,96; SD=0,198). Significant differences in the assessment of individual competencies of teachers and associates according to the length of teacher 'service, working position and according to the owned pedagogical and didactic education were also found. In conclusion, professional development of teachers and associates in vocational education should be participatory and competency-based planned, implemented and evaluated, while plans and programs for their professional development should be based on specific educational needs and competencies assessment, gained differences, and grounded on constructive harmonization with implementation and evaluation.