How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training?

Abstract

The competence-based approach has entered Finnish education after the recent reform of vocational education. Although there is plenty of research nationally and internationally about the idea of competence-based education, the student perspective has remained in the shadow. This research focused on vocational special education teacher students' experiences of the competence-based education. They started at the Oulu University of Applied Sciences in 2014 in the new competence-based teacher training program. This was a narrative research focusing on the students' (N = 20) descriptions of their study processes. The data consisted of their written narratives as well as personal interviews at the beginning and end of the study process. Students' experiences of the different phases of education and perceived benefits and challenges of competence-based education are introduced as results. While the competence-based education seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better. Suggestions for future development to enhance both vocational teacher training and competence-based education in general are discussed based on the findings.

A PRIDE-theory-based analysis of a positive learning environment in a Finnish vocational education and training (VET) institution

“…The PRIDE theory pays attention to self-directed action too, which can be supported by recognising and using strengths, personalised teaching and study plans, and focus on collaboration and communality (Ryan & Deci, 2002). However, all students do not possess skills of self-directed learning, and therefore, student counseling and guidance appear increasingly important in today's competence-based education (see also Katajisto et al, 2021;Kepanen et al, 2020).…”

“…Reforms in VET have necessitated the renewal of teacherhood (Kepanen et al, 2020;Vähäsantanen & Eteläpelto, 2011;Wenström & Kuortti, 2022). Substance expertise is not enough but guidance, interaction, and future-oriented coaching skills have become more important (Draaisma et al, 2019) alongside networks, collaboration skills, and abilities to renew the pedagogical culture in VET (Wenström et al, 2019).…”

“…The principle of VET was to perform studentcentered education by providing opportunities for individualised study paths (State Auditor's Office, 2021). While previously students studied according to the same curriculum, now their competences are identified first and they study according to their personalised competence-development plans (Kepanen et al, 2020).…”

Development of Students Reading Competence through the Novel “The Day Lasts More than a Hundred Years”

“…Professional competence related to learning opportunities resulting in students' improved knowledge and skills, as well as teachers' outcomes, career advancement, and occupational well-being (Hobbs & Törner, 2019). Competence-based education characterized by the interaction of the individual with others, underlying their experiences, and resembles socio-constructivism, new skills, and knowledge based on former skills and abilities (Kepanen et al, 2020).…”