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National Survey Report Germany
Katja Harich
December 2008
INDEX
1. Sample 2. Methodological notes
3. Analysis of the Results
4. Final Considerations
5. Annexes
2
1. Sample
In order to collect data three target groups have been recruited.
♦
♦
♦
IVET: Teachers and trainers in technical high schools. These teachers are
specialized in vocational fields and provide training for pupils at different levels.
They have a university degree and are public employees. (Berufsschullehrer)
CVET: This group is highly heterogeneous. Trainers working as freelancers,
part-time employees or full-time employed. They mostly work for private or-
ganisations. (Trainer, Coaches, Weiterbildner).
Instructors/ Technical trainers: This system at company level is very close to
the professions, strongly oriented to the professional experience. These train-
ers have a professional background, mostly not academic. (Ausbilder)
IVT in technical High schools
Alternative Voca-tional Training
Training centers providing adult train-ing
Trainers Managers Trainers Managers Trainers Managers
Germany 26 3 19 34
n = 79
All in all 79 persons started to fill out the survey, the response is reduced in the course
of the survey and 36 finished the survey completely.
For the telephone interviews a sample of 3 managers of technical schools who are in
charge of recruiting and evaluating teachers, has been realised.
2. Methodological notes
a) After the agreement of the final version, the questionnaire has been translated and
converted into an online- survey.
An online-survey is an internet-based form of a questionnaire. Compared with paper-
pencil- questionnaires, online-surveys are regarding the implementation and analysis
efficient in terms of time and costs. Online-surveys can be realised as personalised
and anonymous processes. For the TEVAL 2 survey an anonymous version has been
applied. In this case, the sample is composed at random. The survey participation is
facilitated though a link, which is placed on webpages, newsletters or mailing lists. As
the affiliation to a target group cannot be assured, a filter for the different target groups
has been created at the beginning of the online-questionnaire.
b) Dissemination strategies
Several dissemination strategies have been used. At first, regional partners (a repre-
sentative of the BLBS organisation for technical high school teachers and the regional
partner "Bildungsbüro Köln") have been contacted in order to establish contacts to
technical high school teachers and heads of technical schools.
Secondly, the link has been placed on the following mailing-lists and important web-
sites of teachers and trainers´ associations:
Foraus.de: An internet platform for tutors in the field of IVET
"Trainertreffen": internetplattform for trainers
GABAL Verlag: publishing company in the field of IVET and CVET
5
Jünger Medien: Publishing company in the field of training
Zentrale für Unterrichtsmedien/ [email protected]: Mailinglist for technical high
school teachers
Furthermore, the German version of the survey has been published on the Teval Web-
site. http://www.teval-ii.eu/
In order to contact more people, Univation participated in a European Congress for
IVET and CVET organised by the Chambers of commerce and industry. Former pro-
ject partners in the field of IVET have been involved.
6
ANALYSIS OF THE RESULTS
PART I. THE LEARNING PROCESS IN THE ORGANISATION
Is the teaching effective and systematic? A) Technical High School Teachers
1.1.1 Inspection reports indicate that learning programs are appropriate to learners' needs.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (10%) 3 (15%) 2 (10%) 0 (0%) 13 (65%)
1.1.2 There is an initial assessment of ability of every learner on entry to the organization.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9,52%) 4 (19,05%) 4 (19,05%) 7 (33,33%) 4 (19, 05%)
1.1.3 The initial assessment covers learners' expectations and personal circumstances.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9,52%) 3 (14,29%) 3 (14,29%) 7 (33,33%) 6 (28, 57%)
1.1.4 There is a regular schedule of review for every learner.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9,52%) 2 (9,52%) 8 (38,10%) 5 (23,81%) 4 (19, 05%)
1.1.5 Indicators of improvement for the organization include information on learners' achievement.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0,00%) 1 (14,29%) 4 (57,14%) 1 (14,29%) 1 (14.29%)
1.1.6 Learning outcomes are identified as well as documented.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (14.29%) 4 (57.14%) 1 (14.29%) 0 (0.00%) 1 (14.29%)
1.1.7 Learning outcomes are communicated to learners.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (42.86%) 4 (57.14%) 0 (0.00%) 0 (0.00%) 0 (0.00%)
1.1.8 On completion of the learning programs, an exit strategy is discussed with every leaver.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (28.57%) 3 (42.86%) 0 (0.00%) 1 (14.29%) 1 (14.29%)
Comments: Not commented by teachers
7
PART II Professionalism
2.1 Are teachers trained and developed effectively? 2.1.1 The training of teachers for their role has been evaluated for effectiveness.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 5 (27.78%) 6 (33.33%) 4 (22.22%) 2 (11.11%)
2.1.2 There is a system or process in place for systematic professional development.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 5 (27.78%) 8 (44.44%) 2 (11.11%) 2 (11.11%)
2.1.3 The employee appraisal process identifies individual professional development needs.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (11.11%) 3 (16.67%) 5 (27.78%) 5 (27.78%) 3 (16.67%)
Comments: "For the majority of teachers, after their internship (Referendariat), there is stagnancy in
terms of further education. Most of the trainings organised by the employer are carried out by
bad qualified hobby- trainers. The best trainings were self organised in the field of industry/
handcraft."
8
2.2 Do teachers advance their subject contents and teaching methods? 2.2.1 Teachers monitor curriculum developments in their own subject.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 10 (55.56%) 3 (16.67%) 0 (0.00%) 4 (22.22%)
2.2.2 Lessons are kept up to date with curriculum developments.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (16.67%) 7 (38.89%) 3 (16.67%) 1 (5.56%) 4 (22.22%)
2.2.3 Teachers consider the relevance of current developments to their subject teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (11.11%) 10 (55.56%) 2 (11.11%) 0 (0.00%) 4 (22.22%)
2.2.4 Teachers research best practice in program design and delivery.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 8 (44.44%) 4 (22.22%) 1 (5.56%) 4 (22.22%)
2.2.5 Teachers implement changes in program design according to best practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (14.29%) 2 (28.57%) 3 (42.86%) 0 (0.00%) 1 (14.29%)
2.2.6 Teachers set realistic targets for the development of their teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (14.29%) 4 (57.14%) 1 (14.29%) 0 (0.00%) 1 (14.29%)
2.3 Do teachers evaluate the influence and impact of their professional practice on their learners, the organisation and the community?
2.3.1 Teachers evaluate their own practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 6 (33.33%) 6 (33.33%) 2 (11.11%) 3 (16.67%)
2.3.2 Teachers have identified how their subject or vocational area meets the needs of the commu-
nity.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 9 (50.00%) 5 (27.78%) 0 (0.00%) 3 (16.67%)
2.3.3 Teachers take up professional development opportunities relevant to their organisations’ ob-
jectives.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 4 (22.22%) 9 (50.00%) 1 (5.56%) 3 (16.67%)
2.4 Are teachers informed about European developments in the field of VET? 2.4.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals,
Mobility, Europass).
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 2 (11.11%) 6 (33.33%) 6 (33.33%) 3 (16.67%)
2.4.2 Teachers neither know the objectives nor the content of the EQF/ ECVET.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (16.67%) 7 (38.89%) 2 (11.11%) 3 (16.67%) 3 (16.67%)
2.4.3 Teachers use European instruments in their professional practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (5.56%) 1 (5.56%) 6 (33.33%) 7 (38.89%) 3 (16.67%)
2.4.4 In my opinion, the EQF-Framework has no relevance in the teachers' day-to day work.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (11.11%) 2 (11.11%) 4 (22.22%) 4 (22.22%) 6 (33.33%)
Comments:
"Europe hasn't arrived yet in the vocational schools!"
The national part of the survey has been used in order to recruit participants for the
seminar on the evaluation model. 12 out of 15 of the technical high school teachers
are interested in an evaluation training and indicate their names and contact details.
B) Trainers 1.1.1 Inspection reports indicate that learning programs are appropriate to learners' needs.
this question is not applicable for trainers
10
1.1.2 There is an initial assessment of ability of every learner on entry to the organization.
strongly agree rather agree rather disagree strongly disagree cannot answer
8 (34.78%) 4 (17.39%) 1 (4.35%) 8 (34.78%) 2 (8.70%)
1.1.3 The initial assessment covers learners' expectations and personal circumstances.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (13.04%) 7 (30.43%) 5 (21.74%) 4 (17.39%) 4 (17.39%)
1.1.4 There is a regular schedule of review for every learner.
strongly agree rather agree rather disagree strongly disagree cannot answer
4 (17.39%) 4 (17.39%) 7 (30.43%) 6 (26.09%) 2 (8.70%)
1.1.5 Indicators of improvement for the organization include information on learners' achievement.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (6.67%) 6 (40.00%) 3 (20.00%) 2 (13.33%) 3 (20.00%)
1.1.6 Learning outcomes are identified as well as documented.
strongly agree rather agree rather disagree strongly disagree cannot answer
6 (40.00%) 4 (26.67%) 4 (26.67%) 0 (0.00%) 1 (6.67%)
1.1.7 Learning outcomes are communicated to learners.
strongly agree rather agree rather disagree strongly disagree cannot answer
8 (53.33%) 2 (13.33%) 3 (20.00%) 1 (6.67%) 1 (6.67%)
1.1.8 On completion of the learning programs, an exit strategy is discussed with every leaver.
strongly agree rather agree rather disagree strongly disagree cannot answer
5 (33.33%) 4 (26.67%) 2 (13.33%) 2 (13.33%) 2 (13.33%)
Comments:
"The questions are not applicable, as vocational further educations takes place in units
of 2-3 days."
"I am working in the field of extracurricular youth education. Here we do not have as-
sessments but self-evaluation, feedback, soft targets, non-formal education."
11
PART II Professionalism
2.2 Are teachers trained and developed effectively? 2.2.1 The training of teachers for their role has been evaluated for effectiveness.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (4.55%) 7 (31.82%) 5 (22.73%) 5 (22.73%) 4 (18.18%)
2.2.2 There is a system or process in place for systematic professional development.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (4.55%) 6 (27.27%) 8 (36.36%) 3 (13.64%) 4 (18.18%)
2.2.3 The employee appraisal process identifies individual professional development needs.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 5 (22.73%) 10 (45.45%) 1 (4.55%) 6 (27.27%)
Comments: "Once you are hired as a trainer, things can go on without any assessments. Indicators can
be further engagements for other companies."
2.5 Do teachers advance their subject contents and teaching methods? 2.5.1 Teachers monitor curriculum developments in their own subject.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9.09%) 11 (50.00%) 4 (18.18%) 1 (4.55%) 4 (18.18%)
2.5.2 Lessons are kept up to date with curriculum developments.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9.09%) 11 (50.00%) 4 (18.18%) 0 (0.00%) 5 (22.73%)
2.5.3 Teachers consider the relevance of current developments to their subject teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
6 (27.27%) 7 (31.82%) 5 (22.73%) 1 (4.55%) 3 (13.64%)
2.5.4 Teachers research best practice in program design and delivery.
strongly agree rather agree rather disagree strongly disagree cannot answer
5 (22.73%) 11 (50.00%) 2 (9.09%) 2 (9.09%) 2 (9.09%)
2.5.5 Teachers implement changes in program design according to best practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (13.33%) 6 (40.00%) 4 (26.67%) 1 (6.67%) 2 (13.33%)
2.5.6 Teachers set realistic targets for the development of their teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (13.33%) 7 (46.67%) 2 (13.33%) 3 (20.00%) 1 (6.67%)
2.6 Do teachers evaluate the influence and impact of their professional practice on their learners, the organisation and the community?
2.6.1 Teachers evaluate their own practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9.09%) 10 (45.45%) 8 (36.36%) 0 (0.00%) 2 (9.09%)
2.6.2 Teachers have identified how their subject or vocational area meets the needs of the commu-
nity.
strongly agree rather agree rather disagree strongly disagree cannot answer
5 (22.73%) 10 (45.45%) 3 (13.64%) 1 (4.55%) 3 (13.64%)
2.6.3 Teachers take up professional development opportunities relevant to their organizations’ ob-
jectives.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (13.64%) 10 (45.45%) 6 (27.27%) 1 (4.55%) 2 (9.09%)
Comments:" This is all happening out of self-interest of the trainer teams, to adapt the train-
ings to the needs of the participants, not to be bored and to try out new things."
"Permanent, that is daily self-evaluation and adaptation of the training programme"
2.7 Are teachers informed about European developments in the field of VET? 2.7.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals,
Mobility, Europass).
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 2 (9.09%) 10 (45.45%) 4 (18.18%) 6 (27.27%)
2.7.2 Teachers neither know the objectives nor the content of the EQF/ ECVET.
strongly agree rather agree rather disagree strongly disagree cannot answer
6 (27.27%) 3 (13.64%) 7 (31.82%) 1 (4.55%) 5 (22.73%)
2.7.3 Teachers use European instruments in their professional practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 4 (18.18%) 6 (27.27%) 7 (31.82%) 5 (22.73%)
2.7.4 In my opinion, the EQF-Framework has no relevance in the teachers' day-to day work.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (9.09%) 5 (22.73%) 5 (22.73%) 3 (13.64%) 7 (31.82%)
Comments: "The only link to the EQF is the "YOUTHPASS", whose key competences are oriented to the framework. Apart from that, criteria are very different".
The national part of the survey has been used in order to recruit participants for the
seminar on the evaluation model. 11 out of 17 of the trainers are interested in an
evaluation training and indicate their names and contact details.
C) Instructors in the field of in-service education (IVET) 1.1.1 Inspection reports indicate that learning programs are appropriate to learners' needs.
this question is not applicable for instructors
14
1.1.2 There is an initial assessment of ability of every learner on entry to the organization.
strongly agree rather agree rather disagree strongly disagree cannot answer
6 (50.00%) 2 (16.67%) 3 (25.00%) 0 (0.00%) 1 (8.33%)
1.1.3 The initial assessment covers learners' expectations and personal circumstances.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (16.67%) 3 (25.00%) 5 (41.67%) 1 (8.33%) 1 (8.33%)
1.1.4 There is a regular schedule of review for every learner.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (16.67%) 4 (33.33%) 5 (41.67%) 0 (0.00%) 1 (8.33%)
1.1.5 Indicators of improvement for the organization include information on learners' achievement.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 4 (50.00%) 2 (25.00%) 0 (0.00%) 1 (12.50%)
1.1.6 Learning outcomes are identified as well as documented.
strongly agree rather agree rather disagree strongly disagree cannot answer
3 (37.50%) 5 (62.50%) 0 (0.00%) 0 (0.00%) 0 (0.00%)
1.1.7 Learning outcomes are communicated to learners.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (25.00%) 6 (75.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%)
1.1.8 On completion of the learning programs, an exit strategy is discussed with every leaver.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (25.00%) 3 (37.50%) 3 (37.50%) 0 (0.00%) 0 (0.00%)
15
PART II Professionalism
2.3 Are teachers trained and developed effectively? 2.3.1 The training of teachers for their role has been evaluated for effectiveness.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (22.22%) 1 (11.11%) 4 (44.44%) 2 (22.22%) 0 (0.00%)
2.3.2 There is a system or process in place for systematic professional development.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (22.22%) 1 (11.11%) 4 (44.44%) 2 (22.22%) 0 (0.00%)
2.3.3 The employee appraisal process identifies individual professional development needs.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (22.22%) 2 (22.22%) 2 (22.22%) 3 (33.33%) 0 (0.00%)
1.2 Do teachers advance their subject contents and teaching methods? 1.2.1 Teachers monitor curriculum developments in their own subject.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 4 (50.00%) 3 (37.50%) 0 (0.00%) 0 (0.00%)
1.2.2 Lessons are kept up to date with curriculum developments.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 4 (50.00%) 3 (37.50%) 0 (0.00%) 0 (0.00%)
1.2.3 Teachers consider the relevance of current developments to their subject teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 2 (25.00%) 4 (50.00%) 0 (0.00%) 1 (12.50%)
1.2.4 Teachers research best practice in program design and delivery.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 2 (25.00%) 3 (37.50%) 1 (12.50%) 1 (12.50%)
1.2.5 Teachers implement changes in program design according to best practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (14.29%) 2 (28.57%) 3 (42.86%) 1 (14.29%) 0 (0.00%)
1.2.6 Teachers set realistic targets for the development of their teaching.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 5 (71.43%) 2 (28.57%) 0 (0.00%) 0 (0.00%)
1.3 Do teachers evaluate the influence and impact of their professional practice on their learners, the organisation and the community?
1.3.1 Teachers evaluate their own practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 2 (25.00%) 4 (50.00%) 0 (0.00%) 1 (12.50%)
1.3.2 Teachers have identified how their subject or vocational area meets the needs of the commu-
nity.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 7 (87.50%) 0 (0.00%) 0 (0.00%) 1 (12.50%)
1.3.3 Teachers take up professional development opportunities relevant to their organisations’ ob-
jectives.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 3 (37.50%) 3 (37.50%) 1 (12.50%) 0 (0.00%)
1.4 Are teachers informed about European developments in the field of VET? 1.4.1 Teachers are aware of current developments in the European VET System (e.g. Lisbon goals,
Mobility, Europass).
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 1 (12.50%) 5 (62.50%) 1 (12.50%) 1 (12.50%)
1.4.2 Teachers neither know the objectives nor the content of the EQF/ ECVET.
strongly agree rather agree rather disagree strongly disagree cannot answer
2 (25.00%) 3 (37.50%) 1 (12.50%) 0 (0.00%) 2 (25.00%)
1.4.3 Teachers use European instruments in their professional practice.
strongly agree rather agree rather disagree strongly disagree cannot answer
0 (0.00%) 1 (12.50%) 4 (50.00%) 3 (37.50%) 0 (0.00%)
1.4.4 In my opinion, the EQF-Framework has no relevance in the teachers' day-to day work.
strongly agree rather agree rather disagree strongly disagree cannot answer
1 (12.50%) 2 (25.00%) 1 (12.50%) 0 (0.00%) 4 (50.00%)
The national part of the survey has been used in order to recruit participants for the
seminar on the evaluation model. 2 out of 4 instructors are interested in an evaluation
training and indicate their names and contact details.
GENERAL SOURCE INFORMATION
Type of organisation.
Secondary or vocational school 3
College 12
Trainer provider (public) 6
Trainer provider (private) 3
Enterprise 6
Other 6
Function held in the organisation.
No answer 1
Teacher/trainer 11
Manager 7
Other 17
Male/Female
18
Male 23
Female 13
No answer 0
Average age: 43, 6 years
19
4. Final Considerations
The Learning Process in the Organisation
The teachers rather disagree that there is an initial assessment of ability of every
learner and that the assessments cover learners' expectations and personal circum-
stances. The questions in the first part are not very applicable because there are
courses of study with legal claims. That means students have legal right to study these
courses even if they have bad school marks. There are on the other hand courses
which include initial assessments. Especially the question about the inspection reports
is difficult to answer.
The trainers rather agree that there is an initial assessment of ability but they are divided in
their opinion if the learners' assessment covers expectations and personal circumstances.
Most of the trainers think that there is a regular schedule of review. The majority of respond-
ing trainers agrees that learning outcomes are identified, documented and communicated to
learners. The same tendency is shown in the item "discussion of the exit strategy".
The instructors mostly agree there is an initial assessment of ability of every learner,
but are sceptical if the expectations and personal circumstances are covered. Learning
outcomes are identified, documented and communicated to learners.
Professionalism
In this category the answers of teachers and trainers are more similar. The profes-
sional development of teachers and trainers is characterized by their own initiative and
the strategy of the organisation. Most of the teachers and trainers think that lessons
are kept up to date with curriculum developments; this is in the case of vocational
schools/colleges ensured by the proximity of the chamber of industry and craft and the
economy.
The EQF and other European instruments do not play an important role in the day -to-
day work of schools and training centres. For schools especially it is more important to
promote the aspect of mobility and provide exchange programmes.
National context
The telephone interviews and the results of the question in the national context show a
high interest in evaluation and professional evaluation tools. Contacted schools al-
ready have experience in school evaluation and inspection and express a need for
(self) evaluation tools on the level of the practitioner.
Survey Questionnaire Evaluation training needs for teachers Lifelong Learning Innovation Transfer Project
“
1. Zum Projekt
TEVAL II "Innovative Evaluation Model in Teaching and Training Organizations" ist ein Pro-jekt des EU- Bildungsprogramms für lebenslanges Lernen und zielt darauf ab, die Professio-nalität der Lehre, insbesondere im berufsbildenden Bereich, zu fördern. Der Fokus liegt da-bei auf der Entwicklung eines europäischen Referenzrahmens für Lehr- und Unterrichtskom-petenzen und dem Prozess der Selbst-/Evaluation. Das LdV-TEVAL II Projekt wird von 2007- 2009 durch eine Partnerschaft aus verschiedenen Institutionen mit Evaluationsexpertise und/oder mit pädagogischem Hintergrund aus den folgenden sieben europäischen Ländern durchgeführt: Deutschland, Frankreich, Italien, Polen, Portugal, Rumänien und Großbritan-nien.
2. Zur Befragung
Diese Befragung soll Entwicklungsbedarfe im Hinblick auf Evaluationsprozesse in Schule, Aus- und Weiterbildung aufdecken. Sie ermöglicht eine Standortbestimmung und regt an, Stärken und Schwächen zu identifizieren und somit eine Grundlage für die Implementierung von Instrumenten der Personal- und Organisationsentwicklung zu schaffen.
Das TEVAL 2 Evaluationsmodell wird für Praktiker in Berufsschulen, Berufskollegs und Wei-terbildungseinrichtungen entwickelt, daher wird im Folgenden durchgehend der Begriff Lehr-personen bzw. Lehrende verwendet.
Die TEVAL 2-Partnerschaft bedankt sich herzlich für Ihre Beteiligung an der Befragung und sichert zu, dass Sie hiermit einen Beitrag zu wichtigen Entwicklungen im Feld der europäi-schen Berufsbildung leisten!
Die Beantwortung der Fragen nimmt maximal 15 Minuten in Anspruch. Die Befragung erfolgt anonym. Der Fragebogen wird nicht weitergegeben, er wird so ausgewertet, dass kein Rück-schluss auf einzelne Personen möglich ist.
Ich bin □ Ausbilder/in □ Trainer/in □ Berufsschullehrer/in
TEIL 1 Die Lernprozesse in der Organisation 1.2 Effektivität und Systematik des Unterrichts Die folgenden Fragen beziehen sich auf diejenige Organisation der beruflichen Bildung, in
der Sie selbst lehrend tätig sind und die entsprechenden Lehrpersonen dieser Organisation.
Falls Sie in mehreren Organisationen tätig sind, wählen Sie bitte eine daraus aus, für die Sie
die Fragen beantworten.
Bitte beurteilen Sie in welchem Maße Sie den folgenden Aussagen zustimmen.
1.1.1 Die Berichte der Schulinspektion deuten darauf hin, dass der Unterricht auf die Bedarfe der Ler-nenden abgestimmt ist.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.2 Bei Eintritt in die Organisation gibt es für jeden Lernenden eine Eingangsprüfung zur Feststel-lung des Leistungsstands.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.3 Die Eingangsprüfung betrachtet darüber hinaus die Erwartungen der Lernenden und persönliche Rahmenbedingungen.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.4 Es gibt für jeden Lernenden einen Plan für den regelmäßigen Leistungsüberblick.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.5 Die Indikatoren zur Verbesserung der Organisation beeinhalten Informationen zum Leistungs-stand der Lernenden.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.6 Die Lernergebnisse werden sowohl identifiziert als auch dokumentiert.
Stimme voll
und ganz
zu
Stimme eher
zu
Stimme eher
nicht zu
Stimme gar
nicht zu
Kann ich
nicht beant-
worten
1.1.7 Die Lernergebnisse werden an den Lernenden kommuniziert.
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1.1.8 Zur Beendigung eines Lernprogrammes/der Ausbildung wird mit jedem Absolvierenden eine Strategie zum Übergang – beispielsweise in das Berufsleben – diskutiert.
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Bitte ergänzen Sie hier, wenn Sie der Ansicht sind, dass die oben genannten Fragen nicht
auf die Situation zutreffen oder aus anderen Gründen kommentiert werden sollten.
TEIL 2 Professionalität 2.4 Aus- und Weiterbildung
Bitte beurteilen Sie in welchem Maße Sie den folgenden Aussagen zustimmen.
2.1.1 Die Ausbildung der Lehrpersonen ist hinsichtlich ihrer Effektivität evaluiert worden.
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2.1.2 Es besteht ein System oder ein Prozess für eine kontinuierliche und systematische berufliche Weiterentwicklung.
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2.1.3 Der Prozess der Mitarbeiterbeurteilung identifiziert individuelle berufliche Entwicklungsbedarfe.
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ganz zu
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zu
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zu
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beantworten
Bitte ergänzen Sie hier, wenn Sie der Ansicht sind, dass die oben genannten Fragen nicht
auf die Situation zutreffen oder aus anderen Gründen kommentiert werden müssen:
1.3 Fachliche und didaktische Weiterbildung 2.2.1 Die Lehrenden verfolgen die fachlichen/curricularen Entwicklungen in ihrem Fach.
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2.2.2 Der Unterricht entspricht dem aktuellen Stand der fachlichen/curricularen Entwicklungen.
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2.2.3 Die Lehrenden prüfen die Relevanz aktueller Entwicklungen für ihre Lehre.
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2.2.4 Die Lehrenden recherchieren `best practice´ in Bezug auf die Planung und die Durchführung des Unterrichts.
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2.2.5 Die Lehrenden implementieren der `best practice´ entsprechende Änderungen im Ausbildungs-konzept.
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2.2.6 Die Lehrenden implementieren der `best practice´ entsprechende Änderungen in der Ausbil-dungsdidaktik.
strongly
agree
rather agree rather dis-
agree
strongly dis-
agree
cannot an-
swer
2.2.7 Die Lehrenden setzen sich realistische Ziele für die Weiterentwicklung ihres Unterrichts.
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Bitte ergänzen Sie hier, wenn Sie der Ansicht sind, dass die oben genannten Fragen nicht
auf die Situation zutreffen oder aus anderen Gründen kommentiert werden müssen:
1.4 Evaluieren die Lehrenden den Einfluss und die Wirkungen ihrer Lehrtätigkeit auf die Lernenden, die Organisation und die Gesellschaft?
Bitte beurteilen Sie in welchem Maße Sie den folgenden Aussagen zustimmen.
2.3.1 Die Lehrenden evaluieren ihr eigenes Unterrichtshandeln.
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2.3.2 Die Lehrenden haben erkannt, inwiefern ihr Fach oder Fachbereich die Anforderungen und Be-
darfe der Gesellschaft erfüllt.
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2.3.3 Die Lehrenden nehmen berufliche Weiterbildungsmöglichkeiten wahr, die für die Ziele ihrer Or-
ganisation relevant sind.
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Bitte ergänzen Sie hier, wenn Sie der Ansicht sind, dass die oben genannten Fragen nicht
auf die Situation zutreffen oder aus anderen Gründen kommentiert werden sollten:
1.5 Sind die Lehrenden über aktuelle europäische Entwicklungen in der Berufsbil-
dung informiert und nutzen sie die Instrumente?
Bitte beurteilen Sie in welchem Maße Sie den folgenden Aussagen zustimmen.
2.4.1 Die Lehrenden kennen die aktuellen europäischen Entwicklungen im europäischen Kontext der
beruflichen Bildung (Lissabon -Ziele, Mobilität, Europass etc.).
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2.4.2 Die Lehrenden kennen weder die Ziele noch den Inhalt des Europäischen Qualifizierungsrah-
mens (EQF)/ECVET.
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2.4.3 Die Lehrenden nutzen die europäischen Instrumente in ihrer Berufspraxis.
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2.4.4 Der Europäische Qualifizierungsrahmen hat meiner Ansicht nach keine Relevanz für die alltägli-
che Berufspraxis der Lehrenden.
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Bitte ergänzen Sie hier, wenn Sie der Ansicht sind, dass die oben genannten Fragen nicht
auf die Situation zutreffen oder aus anderen Gründen kommentiert werden sollten:
TEIL 3
3.1 Haben Sie Interesse an einer kostenlosen eintägigen Weiterbildung zum Thema „Einführung in die
Evaluation“?
□ Ja □ Nein
Allgemeine Angaben
Name der Organisation
Art der Organisation
Berufsschule
Berufskolleg
Weiterbildungsanbieter (öffentlich)
Weiterbildungsanbieter (privat)
Unternehmen
Sonstiges:
Adresse
Land
Funktion innerhalb der Organisa-tion
Alter
Männlich/ Weiblich
Vielen Dank für Ihre Mitwirkung! Ihre TEVAL 2 Projektpartnerschaft