Abstract

This symposium focuses on the self evaluation and reflection of teachers and trainers in continuing vocational training (CVT) with the improvement of quality in the centre of attention. There are many arguments for self evaluation but the quality of research in this field is challenged with barriers, having a tremendous influence on the actors. Research in this field has to deal with the following research questions in order to overcome these barriers:

• How should self evaluation be approached: rather as a base for quality assurance (more "top down") or an aid for methodological work (more "bottom up")?
• How can quality in this field be measured if basic resource conditions are missing (materials, personnel and time) as well as comparative proceedings?
• How can different system requests be met in this field when there is little specialist's consensus and a gap between qualified occupational groups and non-specialists
• How can controversial reasons for failings and an often unknown impact of social interventions be considered?
• How can the fear, resistance and uncertainty about the improvement through self evaluation of teachers and trainers be taken into account?
• How can structure and process orientation be valued if the quality of results is measured by market oriented outcomes e.g. the quality of courses and programmes is expressed by the learning and the success of the participants while institutions are facing set objectives and time limited courses for disadvantaged?
• How much self evaluation is needed and how much external evaluation is necessary?
• Which role does the socio-cultural contexts play and to what extent is self evaluation used as a flexible adaptation to reforms and societal needs?

It has become a social certainty that the quality of self evaluation results highly depends on the motivation of the actors. Therefore the main issue of the research introduced in this symposium will be "how teachers and trainers can be motivated to reflect and self evaluate their daily oriented actions?" as a decisive pre-condition for gaining new general and professional competences. The discussant, Lars Heinemann, will throughout the course of the symposium keep track on this central question.

The research results introduced have been conducted within the Leonardo-da-Vinci project "Reflective Quality Development for Teachers and Trainers through Self evaluation".

Methodology or methods/research instruments or sources used:

The methodological challenge to develop methods for reflection of high quality is threefold:

• to identify and adequately consider the cultural and system-related requirements of teach-ers and trainers for reflection and self evaluation
• to find tools that make reflection and self evaluation possible for teachers and trainers and their specific needs
• to care for transnational synthesis...

Our research focused on extended field exploration (narrative and semi-structured interviews, participatory observation of testing and evaluation of testing) in order to get to know the needs and opinions of the involved teachers and trainers concerning their view on quality improvement.

In this context Jenny Hughes/ Cristia Maksutovici will contribute an overview and point out which dimensions for reflection are important for self evaluation whereas Joergen-Ole Larsen will focus on the research methods applied and explain how these were transferred into a web based tool for self evaluation and reflection in his contribution "Self evaluation and Motivation".

Conclusions or expected outcomes or findings:

The results of the survey were analysed with regard to the motivational aspects for choosing reflection methods. In this context of the project it was confirmed that a successful and ongoing quality development of courses can only be adequately achieved if the main actors will take part in a continuous improvement of quality. The teachers and trainers centred approach has proved to be valuable in capturing some of the features which underlie successful change, professional and personal growth, also in a view which transcends national boundaries and fits in with an understanding of quality development connecting to the participation of those who are the main actors in the process of quality development in all European countries.

Interactive methods which are suitable for reflection and self evaluation of the system perspective, institutional perspective, view on interactions at work as well as the individual view were developed and transferred into a common product of the partnership, a web based tool for self evaluation and reflection.

Two of the six developed dimensions for reflection and self evaluation will be discussed more deeply: Nikitas Patiniotis will discuss the role of self-evaluation in improving the quality of work and work conditions for the teachers and trainers in CVET programs. Liliana Voicu will in this context integrate the importance of values and roles for self evaluation and reflection.

Abstract: The role of self-evaluation for quality of work and work conditions

This paper shall discuss the role of self-evaluation in improving the quality of work and work conditions for the teachers and trainers in VET programs. The impact of work conditions upon the quality of work, and by extension in this particular study, upon the quality of training practices, has now become a social certainty. In this paper we suggest a framework of four dimensions in order to assess the quality of work conditions which affect the work of teachers and trainers, as we use them in the self-reflection tool that we develop through Leonardo da Vinci program. These are:

• Social status
• Labour market
• Work organization
• CVT for trainers

The starting assumption is that, by giving people the ownership of evaluation, and by making them reflect upon their work conditions, they would develop an awareness of their work situation and needs, which would eventually lead to actions of improvement. We suggest that this process should be a continuous process of questioning, answering and acting, which can lead not only to the improvement of the conditions at the individual level, but also and ultimately of the educational practices. The paper, after discussing key-issues associated with the quality of work conditions for teachers and trainers, concludes with setting questions as to limitations of this approach -i.e. self-evaluation in improving work conditions- may have in practice.

Abstract: Improving quality of the work of the trainers through self-reflection on values and roles

As the work of trainers and teachers is many times repetitive and structured in the daily routine, the project starts from the assumption that self-reflection is meant to raise awareness of its intimate aspects and most appropriate ways to improve it. The axiological dimension of this work is many times deeply embedded in behavioural patterns and cultural background, which makes it more difficult to reveal, while its effects in subsequent messages is nevertheless powerful. In order to help CVET teachers and trainers to become more aware of how this influences on the quality of their work, the electronic tool designed in the project includes an entire section dedicated to the values and roles dimension, structured in four subcategories: social relevance, ethics, preferences, interests. The paper presents the rationale behind the structure of the items, the most relevant results of the piloting in the countries represented in the project and conclusions and recommendations for future users of the electronic tool.

Abstract: From interviews to a self-evaluation tool

The point of departure for identifying possible areas/issues to be included in the tool to be developed was to identify the needs of the potential users and beneficiaries of such a supporting system.

In the light of these a number of target groups were classified and additionally addressed. The target groups were: Practioners - Institutions and Key Experts working with quality assessment in the context of self-evaluation. In a number of interviews, often set up as focus group interviews, were subsequently conducted with the above mentioned groups. The context for the interview was quality assurance and how self-evaluation can contribute the overall enhancement of the services delivered with in the area of CTV. The feedback from the respondents in the participating countries provided the working group members with an extensive number of need and requirements to be met in order to prepare and introduce a self evaluation instrument. The feedback was analysed, discussed, prioritised and finally structured into levels dimension in the self evaluation tool. The levels constitute different ways of how to approach self evaluation:

Structural - Institutional - Team/Colleagues - Individual level.

The dimensions represent the grouping of the feedback into main areas/focus points like teaching and learning experiences, recognition and assessment and networking. The levels and dimension will be further elaborated in the symposium.

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Full Papers:

[PowerPoint version - slides] From interviews to a self-evaluation tool

Preview Info - Paper 977 - Joergen-Ole Larsen 3a - ECER-Theses-Evaluation-DEL.ppt - 88.50 Kb

Joergen-Ole Larsen, Danish Institute for Educational Training of Vocational Teachers

[PowerPoint version - slides] The role of self-evaluation for quality of work and work conditions

Preview Info - Paper 974 -Nikitas Patiniotis 3a- ECER 2007 Work Conditions.ppt - 34.50 Kb

Nikitas Patiniotis, Theodora Asimakou, University of Patras, GREECE

[PowerPoint version - slides] Reflection and Self Evaluation for Teachers and Trainers

Preview Info - ECER 2007-SE and Reflection for Teachers.ppt - 1.46 Mb

Gerald Heidegger and Irina Michel, University of Flensburg