A Study on Initial Training and Competence Model for Teachers in Professional and Technical Education
A Study on Initial Training and Competence Model for Teachers in Professional and Technical Education

Summary/Abstract: Technical and vocational education and training (TVET) plays an important role in economic development, due to is its main orientation towards the world of work (UNESCO TVET Strategy 2016-2021) and the emphasis of the curriculum on the acquisition of employable skills. It's considered to be a tool for productivity enhancement and poverty reduction, at a global level (Europe 2020 communication, EU 2010, 2014). The dynamics of change in TVET in recent years has generated new perspectives / approaches regarding the role of the teacher and his/her responsibilities, on the one hand, and, on the other hand, a request for increasing the quality of initial teacher training (Maclean R., Pavlova M., 2013; ET2020 Working Group on Schools Policy (2014-15)). These changes have led to a growing need to adapt the initial teacher training programs in TVET to the current labor market requirements. The quality of teachers in TVET is reflected in the quality of graduates' training and reflects on all stakeholders. Thus, the teachers' role in TVET is essential in achieving quality education and especially in supporting / coordinating students in the transition process- from school to the labor market. The low performances of TVET graduates (relative to basic skills) and the situation on the labor market (compared to the low level of achieved specialized competencies) cast doubt on the quality of TVET, in general, and on the skills of TVET teachers in particular. This paper presents a study on the initial training of TVET teachers worldwide, also taking into account some countries in Europe, among these Romania. The characteristics of the teaching profession in TVET (focusing on the specific competencies for TVET) are highlighted, as well as the specificity of TVET in common competences. Also, the paper presents the implications of new changes (new learning approaches, new technologies in hiring companies, etc.) on the role of TVET teachers and competency profiles. The paper aims at updating the competencies of TVET teachers and proposes an analysis of the assessment in the graduation exams of the training programs. The article is based on a documentary study of some specialized papers on the initial teacher education. The results of the study are reflected in the outline of an up-to-date competency model for TVET teachers, taking into account its rapid pace of development, and in making a critical analysis of how the final evaluation is achieved within the initial training programs.

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