A competence development approach for flexible, autonomous and self-directed development of education in technology contexts

Cornelis Van Dorp (), Fons Dehing () and Tim-Tomas Heeren ()
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Cornelis Van Dorp: Fontys University of Applied Sciences
Fons Dehing: Fontys University of Applied Sciences
Tim-Tomas Heeren: Fontys University of Applied Sciences

No 8309335, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: The vocational education system is affected by the speed of technology and vocational change. Challenges arise for engineering-technology teachers to keep up with the creation of new education. In an ever faster cycle of development and delivery, engineering-technology teachers are to be educated to acquire domain knowledge for new vocational tasks and transform this into relevant learning tasks for students. To contribute to such engineering-technology teacher challenge, the Teacher Training Institute of Fontys University of Applied Sciences designed a competence development approach for self-directed development of competence in the didactisation of new vocational tasks in technology contexts. The approach described in this paper is based on the modelling of knowledge for new vocational tasks and the didactisation of that knowledge through generic technology and engineering concepts, into meaningful learning activities for students. It is the premise of reuse of technology concepts and didactics, transferable across technology contexts, which is important to the flexible development and delivery of new education. The paper describes how the competence development approach is designed, implemented and evaluated at Fontys University of Applied Sciences, Technical Teacher Education Institute.

Keywords: competence development approach; vocational education; engineering-technology teacher education (search for similar items in EconPapers)
JEL-codes: I20 I29 (search for similar items in EconPapers)
Pages: 11 pages
Date: 2018-07
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Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 65-75

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