In search for common ground: Starting points for analysing the professional situation of trainers in six European countries Graham Attwell (Pontydysgu) and Pekka Kamarainen (ITB, University of Bremen)

Graham Attwell (Pontydysgu) and Pekka Kamarainen (ITB, University of Bremen)

The project is carrying out case studies, expert interviews, and policy analyses in order to develop a common framework for professional development

The project is carrying out case studies, expert interviews, and policy analyses in order to develop a common framework for professional development

Can trainers be considered a homogeneous group in a similar way to teachers? Can European frameworks promote the professional development of trainers? Challenges

Can trainers be considered a homogeneous group in a similar way to teachers?

Can European frameworks promote the professional development of trainers?

A framework should support trainers and organisations in developing, promoting and facilitating opportunities for professional development

Previous studies have tended to look at trainers from the view of national policies and reflect the approach of vocational training institutes

Previous studies have tended to look at trainers from the view of national policies and reflect the approach of vocational training institutes

Trainers work both in-company and for external providers. The training function is distributed Professional development may include both formal programmes and non-formal learning opportunities Professional development may include the validation of competence from work based experience Trainers include those for which training is their main job and those for whom training is a ‘secondary’ occupation Working hypotheses or polarities

Trainers work both in-company and for external providers. The training function is distributed

Professional development may include both formal programmes and non-formal learning opportunities

Professional development may include the validation of competence from work based experience

Trainers include those for which training is their main job and those for whom training is a ‘secondary’ occupation

To analyse the work and professional development of trainers in context specific situations Focus on cases to develop common scenarios Develop a framework based on commitments and support for professional development - rather than common qualifications Develop a framework based on commitments and support for professional development - rather than common qualifications Develop a framework based on commitments and support for professional development - rather than common qualifications Our approach

The methodology is based on Critical Theory and cultural studies

Critical theory allows us to look at basic assumptions, socio-cultural conventions and strategic orientations

cultural approaches look at generative themes, boundary crossing innovation and communities of practice

Our aim was to gain the ‘stories’ of different actors as a basis for developing scenarios of practice

Our aim was to gain the ‘stories’ of different actors as a basis for developing scenarios of practice

System oriented scenario - professional development promoted by public policies - certificates, qualifications and accreditation Market oriented scenario - organisational choices - benchmarks for analysing quality Community oriented scenario - professional development based on trainers commitment - peer reviews and mutual certicaction Policy Scenarios

System oriented scenario - professional development promoted by public policies - certificates, qualifications and accreditation

Market oriented scenario - organisational choices - benchmarks for analysing quality

Community oriented scenario - professional development based on trainers commitment - peer reviews and mutual certicaction

Pedagogic scenarios Learning arrangements - support for decentralised work based and individualised learning processes E-resources - web based applications and networked learning Assessment of learning - outcome oriented assessment - linked to self organised documentation and reflection Trainers position - professional development linked to distribution of training functions

Learning arrangements - support for decentralised work based and individualised learning processes

E-resources - web based applications and networked learning

Assessment of learning - outcome oriented assessment - linked to self organised documentation and reflection

Trainers position - professional development linked to distribution of training functions

A Framework for continuing professional development - Inclusive enough to accommodate the diversity of people labeled ‘trainers’ and the diversity of contexts in which they work. - An instrument for improving the quality of practice - A process to improve and increase access to training opportunities for trainers

Common principles which underpin the framework

Common commitments for trainers, enterprises, social partners, professional organisations and governmental bodies

Components of an architecture

Components of an architecture

1. To recognise the importance of their own continuing learning and professional development 2. To produce their own goals for professional development and to review those goals on a regular basis 3. To contribute to the continuing professional development of colleagues 4. To undertake activities to support reflection on personal practice, through for example, the development of e-portfolios or interaction with other trainers 5. To evaluate and review training practice in order to improve that practice 6. To identify opportunities for personal learning and development 7. to review – formally or informally – their own competences and consider what further competences they wish or need to develop 7. To support and promote the framework for professional development of trainers” Commitments (for trainers)

1. To recognise the importance of their own continuing learning and professional development

2. To produce their own goals for professional development and to review those goals on a regular basis

3. To contribute to the continuing professional development of colleagues

4. To undertake activities to support reflection on personal practice, through for example, the development of e-portfolios or interaction with other trainers

5. To evaluate and review training practice in order to improve that practice

6. To identify opportunities for personal learning and development

7. to review – formally or informally – their own competences and consider what further competences they wish or need to develop

7. To support and promote the framework for professional development of trainers”

1. To develop an e-portfolio or web log 2. To undertake training with a colleague and to peer review that work 3. To attend a conference or training event 4. To develop and implement new tools or learning materials 5. To pilot new pedagogic approaches or methods within training activities 6. To actively participate in a face to face or on-line network or community or professional association of trainers 7. To undertake research in their area 8. To read a book or articles related to their professional field 9. To participate in a project or pilot development activity Exemplars of practice (trainers)

1. To develop an e-portfolio or web log

2. To undertake training with a colleague and to peer review that work

3. To attend a conference or training event

4. To develop and implement new tools or learning materials

5. To pilot new pedagogic approaches or methods within training activities

6. To actively participate in a face to face or on-line network or community or professional association of trainers

7. To undertake research in their area

8. To read a book or articles related to their professional field

9. To participate in a project or pilot development activity

Thank you for listening www.itb.uni-bremen.de and www.pontydysgu.org www.ttplus.org