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Berufliche Weiterbildung in Volkshochschulen : Zugaenge zum lebenslangen Lernen / / Marion Fleige [and three others]
| Berufliche Weiterbildung in Volkshochschulen : Zugaenge zum lebenslangen Lernen / / Marion Fleige [and three others] |
| Autore | Fleige Marion |
| Pubbl/distr/stampa | Berlin : , : Peter Lang International Academic Publishers, , 2022 |
| Descrizione fisica | 1 online resource (404 pages) : illustrations |
| Disciplina | 370.7 |
| Collana | Studien zur Pädagogik, Andragogik und Gerontagogik |
| Soggetto topico | Vocational teachers - Training of |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Altri titoli varianti | Berufliche Weiterbildung in Volkshochschulen |
| Record Nr. | UNINA-9910619473403321 |
Fleige Marion
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| Berlin : , : Peter Lang International Academic Publishers, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Handbook of technical and vocational teacher professional development in the digital age / / edited by Xibin Han, Qian Zhou, Ming Li, Yuping Wang
| Handbook of technical and vocational teacher professional development in the digital age / / edited by Xibin Han, Qian Zhou, Ming Li, Yuping Wang |
| Edizione | [1st ed. 2024.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 |
| Descrizione fisica | 1 online resource (XII, 125 p.) : 8 illus., 4 illus. in color |
| Disciplina | 370.711 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Internet in education
Technical education teachers - Training of Vocational teachers - Training of |
| ISBN | 981-9959-37-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction -- Chapter 2 Definitions and a review of relevant theories, frameworks and approaches -- Chapter 3 Professional competencies in TVET: Framework, indicators and assessment instrument -- Chapter 4 Strategies for developing TVET teachers’ professional competencies -- Chapter 5 Exemplars of good practice. |
| Record Nr. | UNINA-9910745587303321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Journal of industrial teacher education
| Journal of industrial teacher education |
| Pubbl/distr/stampa | Blacksburg, Va., : Digital Library and Archives, Virginia Polytechnic Institute and State University |
| Descrizione fisica | 1 online resource (47 volumes) |
| Disciplina |
371
371.1009205 |
| Soggetto topico |
Technical education
Industrial arts - Study and teaching Vocational teachers - Training of |
| Soggetto genere / forma | Periodicals. |
| ISSN | 1938-1603 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996210239903316 |
| Blacksburg, Va., : Digital Library and Archives, Virginia Polytechnic Institute and State University | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Journal of industrial teacher education
| Journal of industrial teacher education |
| Pubbl/distr/stampa | Blacksburg, Va., : Digital Library and Archives, Virginia Polytechnic Institute and State University |
| Descrizione fisica | 1 online resource (47 volumes) |
| Disciplina |
371
371.1009205 |
| Soggetto topico |
Technical education
Industrial arts - Study and teaching Vocational teachers - Training of |
| Soggetto genere / forma | Periodicals. |
| ISSN | 1938-1603 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910140056803321 |
| Blacksburg, Va., : Digital Library and Archives, Virginia Polytechnic Institute and State University | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Preparing vocational teachers and trainers / / by Organization for Economic Cooperation
| Preparing vocational teachers and trainers / / by Organization for Economic Cooperation |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Paris, France : , : OECD Publishing, , [2022] |
| Descrizione fisica | 1 online resource (134 pages) |
| Disciplina | 370.6 |
| Soggetto topico |
Vocational teachers - Training of
Agricultural colleges |
| ISBN |
92-64-43665-0
92-64-88572-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acronyms and abbreviations -- Executive summary -- 1 Key insights on preparing vocational teachers and trainers -- 1.1. Skill requirements for teaching and training in VET -- 1.1.1. VET teachers need a sophisticated mix of knowledge and skills -- 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace -- 1.1.3. Shortages of teachers and trainers in VET are common -- 1.2. Strategies to ensure that VET teachers and trainers are well-prepared -- 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality -- 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms -- 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies -- 1.3.1. Entry requirements for VET teachers -- Setting clear entry requirements that contribute to the quality of teaching -- Allowing for some flexibility without compromising on quality -- 1.3.2. Entry requirements for in-company trainers -- Entry requirements for trainers are mostly related to vocational qualifications & -- experience -- Setting guidelines on skills of in-company trainers can foster training quality -- 1.3.3. Initial training and preparation for VET teachers -- Flexibility is key in ITET for VET teachers -- Financial support schemes increase the accessibility of ITET -- Balancing the autonomy of ITET providers with quality assurance mechanisms -- Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training -- 1.3.4. Initial preparation for in-company trainers -- Providing accessible and flexible training options -- Providing relevant and high-quality training -- References -- Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada -- 2.1. A snapshot of vocational education and training in Canada -- 2.1.1. The structure of the Canadian VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 2.1.2. Governance of the Canadian VET system -- 2.2. Entry requirements for teachers and trainers in VET in Canada -- 2.2.1. Qualification, experience and skill requirements for teachers in VET -- 2.2.2. Qualification, experience and skill requirements for in-company trainers -- 2.3. Initial preparation for teachers and trainers in VET in Canada -- 2.3.1. Initial teacher education and training -- Teacher training providers and programmes -- Target competences, content and curriculum -- The design and delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 2.3.2. Preparation for in-company trainers -- Training providers to prepare in-company trainers -- The content and delivery of training for in-company trainers -- References -- Notes -- 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark -- 3.1. A snapshot of vocational education and training in Denmark -- 3.1.1. The structure of the Danish VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 3.1.2. Governance of VET in Denmark -- 3.2. Entry requirements for teachers and trainers in VET in Denmark -- 3.2.1. Qualification, experience and skill requirements for teachers in VET -- 3.2.2. Qualification, experience and skill requirements for in-company trainers -- 3.3. Initial preparation for teachers and trainers in VET in Denmark -- 3.3.1. Initial teacher education and training in VET -- VET teacher training providers. The content of VET teacher training -- The delivery of initial teacher education and training -- Financing initial teacher education and training -- Quality assuring initial teacher education and training -- 3.3.2. Preparation for in-company trainers -- The content of training for in-company trainers -- Financing training for in-company trainers -- Quality assurance of training for in-company trainers -- References -- Notes -- 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany -- 4.1. A snapshot of vocational education and training in Germany -- 4.1.1. The structure of the German VET system -- Work-based and school-based learning -- VET teachers and trainers -- Governance of the VET system in Germany -- 4.2. Entry requirements for teachers and trainers in VET in Germany -- 4.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular VET teacher qualifications -- VET teachers as 'side-entrants' -- 4.2.2. Qualification, experience and skill requirements for in-company trainers -- General regulations and practice -- Exceptions -- 4.3. Initial preparation for teachers and trainers in VET in Germany -- 4.3.1. Initial teacher education and training in VET -- Teacher training providers, duration and entry requirements -- The content of initial teacher education and training -- Phase 1: Teacher training at university and other educational institutions -- Phase 2: Preparatory service -- Financing initial teacher education and training -- Phase 1: University studies -- Phase 2: Preparatory service -- Quality assurance in initial teacher education and training -- 4.3.2. Preparation for in-company trainers -- Training providers -- The content of training for in-company trainers -- The delivery of training for in-company trainers -- Financing training for in-company trainers. Quality assurance of training for in-company trainers -- References -- Notes -- 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands -- 5.1. A snapshot of vocational education and training in the Netherlands -- 5.1.1. The structure of the Dutch VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 5.1.2. Governance and financing of the Dutch VET system -- 5.2. Entry requirements for teachers and trainers in VET in the Netherlands -- 5.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular teacher qualifications for secondary education -- Qualification requirements for 'lateral entry' in MBO -- Qualification requirements for instructors in MBO -- Qualification requirements to teach in HBO programmes -- 5.2.2. Qualification, experience and skill requirements for in-company trainers -- 5.3. Initial preparation for teachers and trainers in VET in the Netherlands -- 5.3.1. Initial education and training for VET teachers and instructors -- MBO teacher and instructor training providers, target competences, content and curriculum -- The delivery of MBO teacher and instructor education and training -- Financing of teacher education and training -- Quality assurance in MBO teacher education and training -- ITET to become HBO teacher -- 5.3.2. Preparation for in-company trainers -- References -- Notes -- 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway -- 6.1. A snapshot of vocational education and training in Norway -- 6.1.1. The structure of the Norwegian VET system -- Work-based learning -- VET teachers and trainers -- 6.1.2. Governance -- 6.2. Entry requirements for teachers and trainers in VET in Norway -- 6.2.1. Qualification, experience and skill requirements for teachers in VET. General regulations and practice -- Exceptions -- 6.2.2. Qualification, experience and skill requirements for in-company trainers -- 6.3. Initial preparation for teachers and trainers in VET in Norway -- 6.3.1. Initial teacher education and training -- Teacher training providers, duration, entry requirements -- Target competences, content and curriculum -- The delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 6.3.2. Preparation for in-company trainers -- References -- Notes -- Annex A. Simplified ISCED mappings -- References -- Blank Page. |
| Record Nr. | UNINA-9910795883303321 |
| Paris, France : , : OECD Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Preparing vocational teachers and trainers / / by Organization for Economic Cooperation
| Preparing vocational teachers and trainers / / by Organization for Economic Cooperation |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Paris, France : , : OECD Publishing, , [2022] |
| Descrizione fisica | 1 online resource (134 pages) |
| Disciplina | 370.6 |
| Soggetto topico |
Vocational teachers - Training of
Agricultural colleges |
| ISBN |
92-64-43665-0
92-64-88572-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Acronyms and abbreviations -- Executive summary -- 1 Key insights on preparing vocational teachers and trainers -- 1.1. Skill requirements for teaching and training in VET -- 1.1.1. VET teachers need a sophisticated mix of knowledge and skills -- 1.1.2. In-company trainers need to be able to support students' learning journeys in the workplace -- 1.1.3. Shortages of teachers and trainers in VET are common -- 1.2. Strategies to ensure that VET teachers and trainers are well-prepared -- 1.2.1. Entry requirements for the VET teaching and training profession are set to ensure quality -- 1.2.2. Initial education and training for VET teachers and trainers takes many shapes and forms -- 1.3. Balancing quality and flexibility: Lessons learnt from the five case studies -- 1.3.1. Entry requirements for VET teachers -- Setting clear entry requirements that contribute to the quality of teaching -- Allowing for some flexibility without compromising on quality -- 1.3.2. Entry requirements for in-company trainers -- Entry requirements for trainers are mostly related to vocational qualifications & -- experience -- Setting guidelines on skills of in-company trainers can foster training quality -- 1.3.3. Initial training and preparation for VET teachers -- Flexibility is key in ITET for VET teachers -- Financial support schemes increase the accessibility of ITET -- Balancing the autonomy of ITET providers with quality assurance mechanisms -- Co-ordinating between VET institutions and teacher-training institutions for better design and delivery of VET teacher training -- 1.3.4. Initial preparation for in-company trainers -- Providing accessible and flexible training options -- Providing relevant and high-quality training -- References -- Note.
2 Case study: Entry requirements and initial training of vocational teachers and trainers in Canada -- 2.1. A snapshot of vocational education and training in Canada -- 2.1.1. The structure of the Canadian VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 2.1.2. Governance of the Canadian VET system -- 2.2. Entry requirements for teachers and trainers in VET in Canada -- 2.2.1. Qualification, experience and skill requirements for teachers in VET -- 2.2.2. Qualification, experience and skill requirements for in-company trainers -- 2.3. Initial preparation for teachers and trainers in VET in Canada -- 2.3.1. Initial teacher education and training -- Teacher training providers and programmes -- Target competences, content and curriculum -- The design and delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 2.3.2. Preparation for in-company trainers -- Training providers to prepare in-company trainers -- The content and delivery of training for in-company trainers -- References -- Notes -- 3 Case study: Entry requirements and initial training of vocational teachers and trainers in Denmark -- 3.1. A snapshot of vocational education and training in Denmark -- 3.1.1. The structure of the Danish VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 3.1.2. Governance of VET in Denmark -- 3.2. Entry requirements for teachers and trainers in VET in Denmark -- 3.2.1. Qualification, experience and skill requirements for teachers in VET -- 3.2.2. Qualification, experience and skill requirements for in-company trainers -- 3.3. Initial preparation for teachers and trainers in VET in Denmark -- 3.3.1. Initial teacher education and training in VET -- VET teacher training providers. The content of VET teacher training -- The delivery of initial teacher education and training -- Financing initial teacher education and training -- Quality assuring initial teacher education and training -- 3.3.2. Preparation for in-company trainers -- The content of training for in-company trainers -- Financing training for in-company trainers -- Quality assurance of training for in-company trainers -- References -- Notes -- 4 Case study: Entry requirements and initial training of vocational teachers and trainers in Germany -- 4.1. A snapshot of vocational education and training in Germany -- 4.1.1. The structure of the German VET system -- Work-based and school-based learning -- VET teachers and trainers -- Governance of the VET system in Germany -- 4.2. Entry requirements for teachers and trainers in VET in Germany -- 4.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular VET teacher qualifications -- VET teachers as 'side-entrants' -- 4.2.2. Qualification, experience and skill requirements for in-company trainers -- General regulations and practice -- Exceptions -- 4.3. Initial preparation for teachers and trainers in VET in Germany -- 4.3.1. Initial teacher education and training in VET -- Teacher training providers, duration and entry requirements -- The content of initial teacher education and training -- Phase 1: Teacher training at university and other educational institutions -- Phase 2: Preparatory service -- Financing initial teacher education and training -- Phase 1: University studies -- Phase 2: Preparatory service -- Quality assurance in initial teacher education and training -- 4.3.2. Preparation for in-company trainers -- Training providers -- The content of training for in-company trainers -- The delivery of training for in-company trainers -- Financing training for in-company trainers. Quality assurance of training for in-company trainers -- References -- Notes -- 5 Case study: Entry requirements and initial training of vocational teachers and trainers in the Netherlands -- 5.1. A snapshot of vocational education and training in the Netherlands -- 5.1.1. The structure of the Dutch VET system -- Work-based learning and school-based learning -- VET teachers and trainers -- 5.1.2. Governance and financing of the Dutch VET system -- 5.2. Entry requirements for teachers and trainers in VET in the Netherlands -- 5.2.1. Qualification, experience and skill requirements for teachers in VET -- Regular teacher qualifications for secondary education -- Qualification requirements for 'lateral entry' in MBO -- Qualification requirements for instructors in MBO -- Qualification requirements to teach in HBO programmes -- 5.2.2. Qualification, experience and skill requirements for in-company trainers -- 5.3. Initial preparation for teachers and trainers in VET in the Netherlands -- 5.3.1. Initial education and training for VET teachers and instructors -- MBO teacher and instructor training providers, target competences, content and curriculum -- The delivery of MBO teacher and instructor education and training -- Financing of teacher education and training -- Quality assurance in MBO teacher education and training -- ITET to become HBO teacher -- 5.3.2. Preparation for in-company trainers -- References -- Notes -- 6 Case study: Entry requirements and initial training of vocational teachers and trainers in Norway -- 6.1. A snapshot of vocational education and training in Norway -- 6.1.1. The structure of the Norwegian VET system -- Work-based learning -- VET teachers and trainers -- 6.1.2. Governance -- 6.2. Entry requirements for teachers and trainers in VET in Norway -- 6.2.1. Qualification, experience and skill requirements for teachers in VET. General regulations and practice -- Exceptions -- 6.2.2. Qualification, experience and skill requirements for in-company trainers -- 6.3. Initial preparation for teachers and trainers in VET in Norway -- 6.3.1. Initial teacher education and training -- Teacher training providers, duration, entry requirements -- Target competences, content and curriculum -- The delivery of teacher education and training -- Financing of teacher education and training -- Quality assurance in initial teacher education and training -- 6.3.2. Preparation for in-company trainers -- References -- Notes -- Annex A. Simplified ISCED mappings -- References -- Blank Page. |
| Record Nr. | UNINA-9910821628903321 |
| Paris, France : , : OECD Publishing, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
TVET@sia : the online journal for technical and vocational education and training in Asia
| TVET@sia : the online journal for technical and vocational education and training in Asia |
| Pubbl/distr/stampa | [Bangkok] : , : Regional Association for Vocational Teacher Education and Training in Asia (RAVTE), , 2013- |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Technical education - Study and teaching - Asia
Technical education teachers - Training of - Asia Vocational education - Study and teaching - Asia Vocational teachers - Training of - Asia Vocational teachers - Training of Vocational education - Study and teaching Technical education teachers - Training of Technical education - Study and teaching |
| Soggetto genere / forma |
Electronic journals.
Periodicals. |
| ISSN | 2196-839X |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | TVET@Asia |
| Record Nr. | UNISA-996321701903316 |
| [Bangkok] : , : Regional Association for Vocational Teacher Education and Training in Asia (RAVTE), , 2013- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
TVET@sia : the online journal for technical and vocational education and training in Asia
| TVET@sia : the online journal for technical and vocational education and training in Asia |
| Pubbl/distr/stampa | [Bangkok] : , : Regional Association for Vocational Teacher Education and Training in Asia (RAVTE), , 2013- |
| Descrizione fisica | 1 online resource |
| Soggetto topico |
Technical education - Study and teaching - Asia
Technical education teachers - Training of - Asia Vocational education - Study and teaching - Asia Vocational teachers - Training of - Asia Vocational teachers - Training of Vocational education - Study and teaching Technical education teachers - Training of Technical education - Study and teaching |
| Soggetto genere / forma |
Electronic journals.
Periodicals. |
| ISSN | 2196-839X |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | TVET@Asia |
| Record Nr. | UNINA-9910258350803321 |
| [Bangkok] : , : Regional Association for Vocational Teacher Education and Training in Asia (RAVTE), , 2013- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
