Researching and evaluating teacher competences – Croatian perspective

1. Researching and evaluating teacher competences –Croatian perspective Vlasta Vizek Vidovic University of Zagreb, Croatia Belgrade, 26th. January 2010.

2. Some starting assumptions Stakeholders in TED should: • Understand the concept of competences as learning outcomes • Recognize the benefits of competence-based curriculum for quality assurance in TED • Achieve consensus on the professional competence profile as a starting point for planning teacher education • Be willing and capable to adopt evidence-based approach in identification of teacher key competences • Be aware of the complementary role of research and evaluation in such evidence-based approach

3. Purpose and use of R & E Distinctions and common point EVALUATION • Evaluators work on client given agenda • Results might be for restricted audience • Search for concrete problem solution • Time scale restricted • Used to inform decisions • Judged against chosen parameters • Quality criteria: utility, credibility RESEARCH • Researchers set own agenda-autonomous • Results are public • Search for general • principles • Time scale open • Used to further knowledge • Judged by the contribution to the field • Quality criteria: external and internal validity Common ground: application of sound research methodology I Glass & Smith, 1987.

4. Research and evaluation in the development of the competence - based curriculum for TED RESEARCH of teacher competences Professional profile Definition of degree profile Identification of resources Program design: definition of learning outcomes as generic & specific competences Construction of curricula content and structure Program improvement EVALUATION of overall program quality Types of assessment of learning outcomes Teaching and learning approaches Tuning general brochure, 2006

5. Exploratory study “Development of a model of teacher life-long education” (2003-2005) • Goal: Examine perceptions of teachers (academic educators and teacher students) on the acquisition of relevant competences during initial and in-service education Sample: 121 elementary school: • 1334 classroom teachers • 2134 subject teachers 32 secondary schools: • 436 comprehensive school teachers • 608 vocational school teachers

6. Average satisfaction with acquired competences during initial education • Ratings are the average of 20 teacher competences On the scale of 1 = not at all to 4 = completely Elementary Elementary Comprehensive Vocational Class teachers Subject teachers

7. Below average ratings of competences acquired in initial teacher education- elementary schools • Rank 1 means the lowest rating of the competence level attainment in ITE

8. Below average ratings of competences acquired in initial teacher education- secondary schools • Rank 1 means the lowest rating of the competence level attainment in ITE

9. Competences to be developed withinin-service education(ranks based on the response frequencies – open question)

10. Future challenges for teacher competence research and evaluation in Croatian context • Introduction of multidimensional assessment in TED: ► Assessment of learning (summative) ► Assessment for learning (formative) ► Assessment as learning (reflective practice) • Building firm links between research/evaluation and improvement of study programs as a part of QA system • Raising awareness about the need for both research ON and IN teacher education • Recognition of capacity for research and reflection as important transferable competence in TED

11. Thanks for your attention!