TTPlus Intro


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TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
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TTPlus Intro

  1. 1. A Framework for the Continuing Professional Development of Trainers <ul><li>Graham Attwell </li></ul><ul><li>Pontydysgu </li></ul>
  2. 2. Hypotheses
  3. 3. H1- Lifelong learning is leading to wider contexts and processes of learning including work based learning, informal learning and e-learning
  4. 4. H2 - There is a diffusion of the training process with increasing numbers of people responsible for some form of training
  5. 5. H3 Professional trainers have new roles and responsibilities
  6. 6. H4 Traditional structures and systems have failed to keep up with the changes
  7. 7. H5 - There is a need for opportunities for CPD - linked to practice
  8. 8. Professionalisation requires opportunities for CPD and recognition of competencies
  9. 9. Project aims
  10. 10. Examine the contexts in which training takes place in enterprises and who has responsibility for the training function
  11. 11. Examine the role of individuals in the workplace and in wider communities of practice in supporting learning
  12. 12. Examine present policies and provision for the training of trainers and consider their effectiveness
  13. 13. Develop and articulate a framework for the continuing professional development of trainers
  14. 14. Examine different measures and mechanisms for implementing the professional development framework
  15. 15. Explore articulation and linkages between the Framework for Continuing Professional Development and the European Qualification Framework
  16. 16. Propose policies and measures for implementing the Framework for Continuing Professional Development as a key component of the European Qualification Framework
  17. 17. What’s wrong with the present training of trainers
  18. 18. Limited in access
  19. 19. Lacks innovation
  20. 20. Fragmentary
  21. 21. Lacks links to practice
  22. 22. Theories and ideas
  23. 23. Communities of practice
  24. 24. Legitimate peripheral integration
  25. 25. Practice based learning
  26. 26. Personal Learning Environments and continuing competence development
  27. 27. Framework for Continuing Professional Development
  28. 28. “ The Continuing Professional Development (CPD) of VET professionals needs to be reflective, forward-looking and dynamic. It needs to equip professionals with the ability to support the development of skills, knowledge and understanding of others as well as of themselves, in a commitment to lifelong learning, as well as seeking to accommodate requirements for complexity and flexibility.”
  29. 29. “ The Continuing Professional Development of professional communities of practice needs to incorporate current concerns, but also have the ability to look beyond these, and this is possible only if, as Ellström (1997) argues, practitioners develop a broad developmental and interactive view of occupational competence. This would complement a focus upon the significance of work-related knowledge and work process knowledge in the Continuing Professional Development of professional communities of practice.”
  30. 30. Developing practice, developing expertise, developing a research capacity
  31. 31. a commitment to personal development
  32. 32. exploration of, reflection upon and improvement of professional practice
  33. 33. development of skills, knowledge and understanding (of critical reflection) necessary to evaluate and review professional practice
  34. 34. need to understand processes of change (as practice increasingly takes place in complex and dynamic contexts).
  35. 35. ability to create new knowledge
  36. 36. development of theoretical knowledge to underpin and complement reflection upon practice
  37. 37. study of the interplay between theory and practice
  38. 38. need to be able to transfer skills, knowledge and understanding from one context to another
  39. 39. the generation of expertise through research
  40. 40. ability to handle complexity and inter-connectedness of issues (including through the formulation of mental models, schemas or networks).
  41. 41. development of contextualised understandings
  42. 42. translation of understanding into action, as appropriate
  43. 43. further development of communication skills
  44. 44. attempt to create a wider community of practice that embraces research as a guide to both policy and action
  45. 45. ability to design and carry out authoritative research into aspects of professional practice
  46. 46. ability to analyse, interpret, evaluate and, if appropriate, apply the research findings of others
  47. 47. How we do it
  48. 48. Analysis of contexts in which training takes place and identification of the profile of trainers
  49. 49. Examination of role of trainers / tutors / mentors in supporting learning
  50. 50. Analysis of existing policies and provision for training of trainers
  51. 51. Mainstreaming equal opportunities
  52. 52. Development of Framework for Continuing Professional Development of trainers
  53. 53. Exploration of articulation and linkages with European Qualifications Framework
  54. 54. Policies and measures for implementing the Framework for Continuing Professional Development
  55. 55. Development of roadmap for future policy development and enactment
  56. 56. To create structures to relate Framework for Continuing Professional Development to practices in Member States
  57. 57. To disseminate the project processes and outcomes in all EU countries.
  58. 58. Design and maintenance web portal