“I Know How to Do It, But I Can’t Do It”

Modeling Competence Profiles for Future Teachers and Trainers

Series:

Fritz Oser

Introduction

Dialogical Processes in identity development

Series:

Fritz Oser and Wiel Veugelers

Carmine Maiello and Fritz Oser

The present study is part of a broader project on the development, validation and assessment of teaching standards for vocational school teachers. Using the results of three independent studies, 45 competence profiles for vocational teachers were worked out and grouped into the 4 main content-domains of 1) teaching-related standards, 2) learning process-related standards, 3) learning environment-related standards and 4) self-management/cooperation-related standards. The main purpose of the present study (N=853) was to explore whether psychological variables such as teacher identity, teacher self-efficacy, dissatisfaction with the cooperativeness within the school and occupational satisfaction affect the evaluation of teaching standards. Teachers, politicians, school inspectors, school directors, praxis consultants and educational scientists were requested to evaluate each standard with reference to their importance, frequency of use (application frequency), difficulty of application and relevance for teacher education. Evaluations were given on 4-point Likert scales presented within the same standardized questionnaires that contained the items to assess the psychological dimensions. One of the main hypotheses was that teacher self-efficacy and teacher identity would correlate positively with ratings of importance, relevance for teacher education and application frequency of learning process-related, cooperation-related and self-management standards. We assumed further that teacher self-efficacy and teacher identity correlate negatively with ratings of difficulty of application of these standards. Results support our hypotheses, thus suggesting that teachers’ evaluations of teaching standards are influenced by self-esteem, teacher identity and variables related to professional satisfaction. Teacher’s evaluations of teaching standards are therefore biased estimations of the “true” characteristics of standards. Research on standards should consequently take into account these variables while attempting to define competence profiles or teaching standards based on the input that comes from praxis experts.

Fritz Oser and Sarah Heinzer

In this paper we would like to reconstruct the pathway for the foundation of the so-called Leading Houses with respect to the Vocational research politic in Switzerland, from the years 2000 to 2008. Leading Houses are research centres, which were intentionally created at Swiss universities in order to initiate, support and steer research projects that a) are related to vocational and professional learning, and b) engages young researchers, doctoral and master students into this research field. The title of this paper is an expression for the fact that when we tried to stimulate this idea through announced financial resources alone, nearly no substantial projects were proposed from the universities. But we couldn’t relay only on the so-called Fachhochschulen (technical, practise oriented universities) because they do not have the right for promoting of young researchers. So, we knocked on the doors of the 9 Swiss universities proposing them to finance, on the basis of a respective qualitatively serious research program, centres respective Leading Houses with a full packet sustainable research politic, a young researcher program and an institutional rootedness of vocational learning research into the university departments. Thus, the food indeed went to the horses.