Teaching Competences of VET Teachers in Russia and Serbia

The research and development project PRO-VET (Professional Development of Vocation Education Teachers with European Practices) works within the context of a lack of teaching competences in Vocational Education and Training (VET) in Russia and Serbia. It approaches the challenges via a comparative study on practices in VET-teacher education in chosen European countries and applies the method of mutual learning from apparent good practice. Main findings reveal that standard educational programmes for VET teachers are, to a certain extent, quite comparable within the four participating European Union (EU) countries (the Netherlands, Germany, Finland and Ireland): VET-teachers need a university degree that includes both the subject(s) and pedagogy. In the Netherlands, Ireland and Finland a bachelor is in some cases sufficient; in Germany a master is mandatory. Findings from Russia and Serbia differ partially: Whilst in Russia many VET-teachers only studied the subject (e.g. a Bachelor of engineering), full VET teachers in Serbia often hold a PhD. However, similarities predominate: In both countries most VET-teachers had no or only few pedagogical courses and the co-operation with the “world of work” in the form of work-based learning (WBL) is weak. The main conclusion can be summarised as follows: Preconditions, needs and interests differ, thus no “silver bullet” in terms of developing a single unit or standardised study programme to improve VET-teacher education is to be aspired.
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