Building up Chinese Teachers Key Competences through a Global Competence-Based Framework
The main aim of this project is to install capacity in Chinese HEIs so that they can move towards a competence-based approach. For this purpose, different steps and actions have been planned.
First, the project aims to make a Global Competence-Based Teachers Framework (GCTF) by selecting the main teachers’ competences and searching a whole agreement between partners.
After this, the different competences’ levels are scaled in rubrics from an expert level (corresponding to an on going training achievement) to a “In development” level, for those first-years teaching students. These rubrics should allow us to adjust the achievement standards associated to each training level: pre-service teachers at first years, pre-service teachers at the end of their degree, master students, and on going training.
Aligned with these levels, some competences’ assessment tools, which provide information about the competences’ level, have been searched, selected and uploaded in a platform. It is an open resource, available for all teachers interested in this topic.
A second step is to design a blended teacher trainers’ training for university teachers from Chinese Higher Education Institutions. These teachers’ trainers should be involved in pre-service and in in-service training so that the trainers can apply the competence-based approach in their lessons.
Many teachers can participate in the online training, which is designed to achieve that, autonomously, the professors of universities and colleges - in charge of teacher training - can understand more about competency-based training.
The course has a first part for the competence approach to be understood and its implications on planning, methodology and evaluation are known. The training also suggests proposals about how to develop each of the framework's competences. The final product is the initial adaptation of the teaching plans and the redesign of learning and assessment activities from a competency-based approach.
Then some professors selected from each of the Chinese participating universities carry out face-to-face training. It works through active methodologies in the final construction of version one of the adaptation of the teaching plan to the competence-based approach.
The step number three consists in, starting from the adapted teaching plans, do a peer review process and get a final improved teaching plans.
These plans should be implemented in their courses (during the academic year 2019-2020). The participants in this courses could be pre-service teachers (undergraduate or master) or in-service teachers (in on going training modalities). The new competency-based learning and assessment activities will be applied in these courses. Teachers trainers must transfer the competence-based methodologies to their students because the final aim is that participants (current or future teachers) will be able to reply this approach with primary students.
During this period (or at the end of the course) the participants (teacher’ students or in service teachers) go to real contexts: internship in schools or current job. In these real practices they will plan and implement competence-based didactic units with primary students, overcoming the disciplinary approach.
For the purpose to evaluate the programme, teaching and learning evidences should be collected thought the project.
With the outcomes of the piloted training, it is expected to adjust and design a final blended training for teacher trainers in the way to foster competence-based learning processes.