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.

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Training of Trainers

  1. 1. In search for common ground: Starting points for analysing the professional situation of trainers in six European countries <ul><li>Graham Attwell (Pontydysgu) and Pekka Kamarainen (ITB, University of Bremen) </li></ul>
  2. 2. <ul><li>The project is carrying out case studies, expert interviews, and policy analyses in order to develop a common framework for professional development </li></ul>
  3. 3. <ul><li>Can trainers be considered a homogeneous group in a similar way to teachers? </li></ul><ul><li>Can European frameworks promote the professional development of trainers? </li></ul>Challenges
  4. 4. A framework should support trainers and organisations in developing, promoting and facilitating opportunities for professional development
  5. 5. <ul><li>Previous studies have tended to look at trainers from the view of national policies and reflect the approach of vocational training institutes </li></ul>
  6. 6. <ul><li>Trainers work both in-company and for external providers. The training function is distributed </li></ul><ul><li>Professional development may include both formal programmes and non-formal learning opportunities </li></ul><ul><li>Professional development may include the validation of competence from work based experience </li></ul><ul><li>Trainers include those for which training is their main job and those for whom training is a ‘secondary’ occupation </li></ul>Working hypotheses or polarities
  7. 7. 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
  8. 8. The methodology is based on Critical Theory and cultural studies
  9. 9. Critical theory allows us to look at basic assumptions, socio-cultural conventions and strategic orientations
  10. 10. cultural approaches look at generative themes, boundary crossing innovation and communities of practice
  11. 11. <ul><li>Our aim was to gain the ‘stories’ of different actors as a basis for developing scenarios of practice </li></ul>
  12. 12. <ul><li>System oriented scenario - professional development promoted by public policies - certificates, qualifications and accreditation </li></ul><ul><li>Market oriented scenario - organisational choices - benchmarks for analysing quality </li></ul><ul><li>Community oriented scenario - professional development based on trainers commitment - peer reviews and mutual certicaction </li></ul>Policy Scenarios
  13. 13. Pedagogic scenarios <ul><li>Learning arrangements - support for decentralised work based and individualised learning processes </li></ul><ul><li>E-resources - web based applications and networked learning </li></ul><ul><li>Assessment of learning - outcome oriented assessment - linked to self organised documentation and reflection </li></ul><ul><li>Trainers position - professional development linked to distribution of training functions </li></ul>
  14. 14. 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
  15. 15. Common principles which underpin the framework
  16. 16. Common commitments for trainers, enterprises, social partners, professional organisations and governmental bodies
  17. 17. Components of an architecture
  18. 18. Components of an architecture
  19. 19. <ul><li>1. To recognise the importance of their own continuing learning and professional development </li></ul><ul><li>2. To produce their own goals for professional development and to review those goals on a regular basis </li></ul><ul><li>3. To contribute to the continuing professional development of colleagues </li></ul><ul><li>4. To undertake activities to support reflection on personal practice, through for example, the development of e-portfolios or interaction with other trainers </li></ul><ul><li>5. To evaluate and review training practice in order to improve that practice </li></ul><ul><li>6. To identify opportunities for personal learning and development </li></ul><ul><li>7. to review – formally or informally – their own competences and consider what further competences they wish or need to develop </li></ul><ul><li>7. To support and promote the framework for professional development of trainers” </li></ul>Commitments (for trainers)
  20. 20. <ul><li>1. To develop an e-portfolio or web log </li></ul><ul><li>2. To undertake training with a colleague and to peer review that work </li></ul><ul><li>3. To attend a conference or training event </li></ul><ul><li>4. To develop and implement new tools or learning materials </li></ul><ul><li>5. To pilot new pedagogic approaches or methods within training activities </li></ul><ul><li>6. To actively participate in a face to face or on-line network or community or professional association of trainers </li></ul><ul><li>7. To undertake research in their area </li></ul><ul><li>8. To read a book or articles related to their professional field </li></ul><ul><li>9. To participate in a project or pilot development activity </li></ul>Exemplars of practice (trainers)
  21. 21. Thank you for listening www.itb.uni-bremen.de and www.pontydysgu.org www.ttplus.org

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