Supporting change in VET: teachers’ professional development and ECVET learner mobility

Abstract

Abstract Background While mobility to other countries has become very much a part of higher education programmes, VET learners have not participated to the same extent. The possibility which European Credit System for Vocational Education and Training (ECVET) offers in terms of the transfer, recognition and, accumulation of learning outcomes may help to change this. However, this requires a considerable involvement from teachers, given the role they need to play in preparing for such mobility in terms of learning outcomes, learning activities and assessment. Methods This paper considers the professional development needs of teachers with regard to this, drawing on the results of an Erasmus+ Strategic Partnership, QUAKE, geared towards teacher professional development and learner ECVET mobility in a number of European countries. The project provides the basis for an explanatory case study (Yin 1994), and the case results being considered here are drawn from the views expressed by Irish VET teachers. Results The results highlight the need for a greater connection between VET teachers’ professional development and their routine work with learners. Conclusions ECVET mobility can contribute to this connection, providing the context where the professional development becomes an integral part of the teaching and learning process, thereby ensuring a more successful adoption of educational change.

Keywords

• ECVET
• Mobility
• CPD
• Teacher learning
• Learning outcomes