Unit 3 final 2
- 1. 2017 Unit 3: Analysis of Trainer's Competences and Professionalism VP-PEP-ATP Technical Trainers College 1/10/2017 Assessment : - Students should finalize the content of their lesson - Have completed the SWOT analysis of self-reflection task - Create a questionnaire about teacher competencies - Upload the work to padlet/ google drive
- 2. VP-PEP-ATP 1 | P a g e What do we mean by teacher competences? (Meaning & Definition) Trainer's Competences and Professionalism Activity 1: find the definition: What do we mean by Professionalism? (Meaning & Definition) A person’s competencies may be defined in terms of one’s knowledge, skills and behaviors. To understand the competencies required of a teacher, we must first define the job of a teacher References Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314. doi: 10.1177/0022487105285962 Professionalism is skill or behavior that goes beyond what an ordinary person would have or behaving in a more formal or business-like manner. retrieve from: http://www.yourdictionary.com/professionalism Access at 2018
- 3. VP-PEP-ATP 2 | P a g e Activity 2: Make a list of teachers' qualities. • • • Compare your list to your partner list. What qualities do you have that will make you a good teacher? Your work should include a minimum of 2 references. An Effective Classroom Management Style Positive Relationships with Other Adults Consistent Excellence Expert Use of Instructional Methods In-Depth Content Knowledge Capacity for Growth References Canter, L., & Canter, M. (2002). Assertive discipline: Positive behavior management for today's classroom (3rd ed.). Los Angeles: Lee Canter & Associates. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
- 4. VP-PEP-ATP 3 | P a g e Activity 3: SWOT Analysis WEAKNESSES (–) STRENGTHS (+) THREATS (–) OPPORTUNITIES (+) • understand your business better • address weaknesses • deter threats • capitalize on opportunities • take advantage of your strengths • develop business goals and strategies for achieving them. • doesn't priorities issues • doesn't provide solutions or offer alternative decisions • can generate too many ideas but not help you choose which one is best • can produce a lot of information, but not all of it is useful.
- 5. VP-PEP-ATP 4 | P a g e Activity 4: Key Competences for Lifelong Learning: • Find out the key competencies for lifelong learning • In your opinion how many competencies do you have? • Which ones should you acquire to work as a teacher in TTC/TVET? 1.Communicating in a mother tongue 2.Communicating in a foreign language 3.Mathematical, scientific and technological competence 4.Digital competence 5.Learning to learn 6.Social and civic competences 7.Sense of initiative and entrepreneurship 8.Cultural awareness and expression Sahin, M., Akbasli, S., & Yelken, T. Y. (2010). Key competences for lifelong learning: The case of prospective teachers. Educational Research and Reviews, 5(10), 545.
- 6. VP-PEP-ATP 5 | P a g e Importance of professional Development: It is important to note that, for the vast majority of teachers, becoming a better teacher means enhancing student learning outcomes. Professional Development Change in Teacher's Classroom Practicies Change in Teacher's Beliefs & Attitudes Activity 5: • Why do educators / Engineers need professional development? • Didn’t they learn what they need to know in TTC? ( Agree / Disagree )Why?
- 7. VP-PEP-ATP 6 | P a g e Task 6 : Questionnaire • • • • • Make a questionnaire about teaching competencies The questionnaire should contain variety of questions Number of questions : 15-20 questions Share the questionnaire with your colleagues in TTC Add the results to your portfolio