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| Titre : | The influence of learning outcomes on pedagogical theory and tools |
| Auteurs : | CEDEFOP - European Centre for the Development of Vocational Training |
| Type de document : | document électronique |
| Editeur : | Luxembourg : Publications Office of the European Union, 2024 |
| Collection : | Cedefop research paper |
| ISBN/ISSN/EAN : | 978-92-896-3776-3 |
| Format : | 127 p |
| Langues: | Anglais |
| Catégories : |
Thésaurus CEREQ ENSEIGNEMENT TECHNIQUE-PROFESSIONNEL ; ENSEIGNANT ; FORMATEUR ; FORMATION DE FORMATEUR ; PROCESSUS D'APPRENTISSAGE ; PEDAGOGIE ; COMPARAISON INTERNATIONALE ; BULGARIE ; IRLANDE ; FRANCE ; LITUANIE ; MALTE ; PAYS BAS ; POLOGNE ; PORTUGAL ; SLOVENIE ; FINLANDE |
| Résumé : |
This publication explores how the learning outcomes approach is addressed in mainstream pedagogical theories and presented to VET teachers and trainers in selected countries. It builds on 10 in-depth studies covering Bulgaria, Ireland, France, Lithuania, Malta, the Netherlands, Poland, Portugal, Slovenia and Finland. Data collected at national level through desk research and interviews have been complemented by an online survey of VET practitioners in Europe.
Research reveals that VET teachers and trainers are often presented with different theories, but these are rarely explicitly linked with the learning outcomes approach. Instead, future practitioners in most countries are introduced to learning outcomes in practical terms, referring to how they are used in standards underpinning qualifications and VET curricula. Providers of training for VET teachers and training are predominantly supportive of the learning outcomes approach, though some report weaknesses in implementation in VET. |
| Document Céreq : | Non |
| En ligne : | http://data.europa.eu/doi/10.2801/518367 |
Documents numériques (1)
 5605_en.pdf Adobe Acrobat PDF |
