Training of Trainers
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Training of Trainers

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This presentation looks at the work of the TT-Plus project which is seeking to develop a Framework for the Continuing Professional Development of Trainers. It will be released later as a Slidecast.

This presentation looks at the work of the TT-Plus project which is seeking to develop a Framework for the Continuing Professional Development of Trainers. It will be released later as a Slidecast.

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Training of Trainers Training of Trainers Presentation Transcript

  • 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)
    • 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 View slide
  • A framework should support trainers and organisations in developing, promoting and facilitating opportunities for professional development View slide
    • 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
  • 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
    • 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
  • 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
  • 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 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)
  • Thank you for listening www.itb.uni-bremen.de and www.pontydysgu.org www.ttplus.org