THE REPUBLIC OF LITHUANIA MINISTRY OF EDUCATION AND SCIENCE MINISTRY OF SOCIAL SECURITY AND LABOUR VOCATIONAL EDUCATION AND TRAINING STANDARD FOR AN ETHICS TEACHER Vocational education level 5 Vilnius, 2008
EUROPOS SĄJUNGA PROFESINIO MOKYMO METODIKOS CENTRAS Europos socialinis fondas ŠVIETIMO IR MOKSLO MINISTERIJA KURKIME ATEITĮ DRAUGE! Development of the Standard was financed by European Union and by the Republic of Lithuania under the Project No BPD2004-ESF-2.4.0-01-04/0156 Development of the System of VET Standards Development of the Standard was coordinated by the Methodological Centre for Vocational Education and Training Profesinio mokymo metodikos centras, 2008
APPROVED by Order No ISAK- 1872/A1-209 of the Minister Education and Science of the Republic of Lithuania and of the Minister of Social Security and Labour of the Republic of Lithuania of 26 June, 2008 VOCATIONAL EDUCATION AND TRAINING STANDARD FOR AN ETHICS TEACHER I. DETAILS OF THE VET STANDARD 1.Vocational Education and Training level 5 TH 2.State code S514507. 3.Qualification awarded Teacher. 4.Basic education secondary.. II. CONTENT OF THE VET STANDARD 5. Brief description of occupational activity 5.1. The VET Standard for an ethics teacher (hereinafter referred to as the Standard ) has been developed taking into account changes on the labour market, findings of the qualification study carried out by the Standards Development Working Group and based on the experience of other countries. The present Standard serves as a basis for the development of a training programme of vocational education level 5. 5.2. A person having completed the established Teacher assistant vocational education and training programme acquires competencies for working in the following main activity areas: ethics subject teaching; organisation and management of ethics education process; professional and cultural development. 5.3. An ethics teacher creates favourable conditions enabling the development of a mature personality of a basic school pupil. A teacher opening the Lithuanian and human ethical cultural values and traditions to the pupils helps to shape the value system of pupils and skills not only to reflect on the modern moral problems but also to acquire positive behaviour skills. An ethics teacher helps the pupils to contribute towards solving moral, psychological, social problems actively and in a responsible manner. An ethics teacher by establishing an environment that motivates learning and development enables the formation of social ands civic competencies of pupils and helps them to achieve personal maturity. 5.4. Successful work of an ethics teacher requires the following personal qualities: communication skills, creative skills, fast orientation, diligence, honesty, hard work, personal responsibility, attentiveness, optimism and humanism. 6. The objective of an ethics teacher develop pupil s moral, civic, social and cultural competencies. 7. An ethics teacher s activity areas and competences are listed in Appendix 1 of the Standard. 8. The scope of an ethics teacher s competences, training objectives and competence assessment are provided in Appendix 2 of the Standard. 9. Successful work as an ethics teacher requires the following general capabilities: 9.1. responsibility; 9.2. organisation skills; 9.3. creativity; 9.4. independent decision making; 9.5. team work skills;
2 9.6. mathematic literacy; 9.7. computer literacy; 9.8. tolerance; 9.9. discretion. 10. Final qualification assessment: 10.1. Qualification of an ethics teacher is awarded to a student who has completed the whole training programme; acquired competences defined in the Standard and has been given a positive final qualification evaluation. 10.2. In accordance with the competence assessment criteria listed in the Standard, the following is tested and evaluated: 10.2.1. during the training process - all competences defined in the Standard; 10. 3. during the final qualification assessment - selected competences. Organisation and performance of the final qualification assessment and issuance of documents is regulated by the Ministry of Education and Science of the Republic of Lithuania.
Appendix 1 to the VET Standard for an ethics teacher AREAS OF ACTIVITY AND COMPETENCIES OF AN ETHICS TEACHER Areas of Activity Competencies 1. Ethics subject teaching 1.1. Creatively teaching ethics subject 1.2. Creating conditions for the formation of national identity 1.3. Relating theoretical ethics knowledge with other subjects 1.4. Shaping and developing pupils value system 1.5. Choosing modern didactics methodology 2. Organisation and management of ethics education process 2.1. Analysing the needs, interests, opportunities and problems of pupils 2.2. Planning and improving ethics education process 2.3. Choosing ethics education methods and strategies 2.4. Shaping the most favourable environment for ethics education 2.5. Assessing pupils achievements and progress in ethics education 2.6. Communicating and cooperating with all the participants of education process 3. Professional and cultural development 3.1. Reflecting and assessing personal professional activity 3.2. Planning continuous professional development 3.3. Being creative and flexible when reacting to the changes of the modern world
Appendix 2 to the VET Standard for an ethics teacher LIMITS OF TEACHER ASSISTANT S COMPETENCES, TRAINING OBJECTIVES AND COMPETENCE ASSESSMENT Activity Areas 1. Ethics subject teaching Description of Competencies Competencies Limits of Competencies 1.1. Creatively teaching ethics subject 1.2. Creating conditions for the formation of national identity Ethics history and theory in Lithuania and in the world National identity. Europeisation. Training Objectives 1.1.1. Analysing world and Lithuanian ethics history and theory 1.1.2. Carrying out search and analysis of the education relevant information 1.1.3. Visually and correctly conveying the ideas, thoughts, facts and emotions using different communication tools 1.2.1. Analysing national identity influencing factors Globalisation. 1.2.2. Defining Lithuanian and European identity in the context of Europeisation and globalisation Competence Assessment Drafted and commented plan of an essay, presentation Drafted presentation on the topic of national identity. Organised event, drafted its description. 1.3. Relating theoretical ethics knowledge with other subjects Main directions, trends and schools of philosophy. Ethic culture. History and theory of the world religions. Relations with social sciences: psychology, history, pedagogics. Relations with the humanity sciences: 1.3.1. Analysing ethics problems with regard to the sciences of philosophy, ethics theory, psychology, ethnoculture, anthropology, etc. 1.3.2. Understanding main pedagogical thought and education development history features in Lithuania and in the world, main directions, past and modern trends 1.3.3. Modelling ethics education relating it to other subjects Drafted lesson plan. Organised event and drafted its description. Drafted and commented on the project report. Established and described common education activity
2. Organisation and management 1.4. Shaping and developing pupils value system 1.5. Choosing modern didactics methodology 2.1. Analysing the needs, interests, opportunities literature, arts. Relations with natural sciences: biology, physics. Bioethics. Environmental protection. Profession subjects. National, cultural and civic awareness. The system of attitude, principles and behaviour norms. Moral concept and values of different religions. Christian and interhuman values. Personal dignity. Modern education methodologies. Logics. Research methods: observation, interviews, 1.4.1. Analysing moral value systems of old and modern cultures and civilisations 1.4.2. Reasoning value propositions with regard to philosophy and ethics theories 1.4.3. Reflecting on value propositions 1.4.4. Assessing social and moral education problems 1.5.1. Analysing social and moral phenomena, reflecting on moral behaviour 1.5.2. Applying teaching/ learning methodologies encouraging critical thinking, personal responsibility, cooperation, pursuit for a dialog 1.5.3. Creatively modelling, interpreting and dealing with problem moral situations 2.1.1. Choosing relevant research strategy, structure, methods directions. Carried out lesson reflection. Launched event. Organised discussions, conversation and drafted their descriptions. Defined and assessed communication problems in a given situation, explained ways of solving them. Applied the most optimal didactic methods in a lesson. Organised discussion, debates. Drafted project, drafted its report. Analysed and explained pupils' 2
of ethics education process and problems of pupils questionnaires, etc. Research stages: preparation for the research, organisation, analysis, conclusions. 2.2. Planning and improving ethics education process 2.3. Choosing ethics education methods and strategies 2.4. Shaping the most favourable environment for ethics education National documents of the Republic of Lithuania regulating education policy. Documents regulating European education policy. General education plans. General programmes and education standards. Subject programmes and plans. Subject objectives and tasks. Traditional (explanatory, reproductive, etc) and modern (problematic, heuristics, research, etc.) education methods. Education strategies. Education innovations. Age stages. Learning styles. Education environment (school, museum, display room, 2.1.2. Using modern information and communication technologies (ICT) 2.2.1. Knowing the main documents regulating national education policy 2.2.2. Knowing theoretical assumptions of organising ethics education, most recent education process organisation theories 2.2.3. Knowing teaching/ learning process structure, organisation forms 2.2.4. Drafting subject plans and programmes 2.2.5. Planning extra curricular education activity 2.3.1. Choosing methods with regard to education content 2.3.2. Applying teaching and education methods and methodological innovations 2.3.3. Using tools encouraging internal and external motivation 2.3.4. Differentiating and customising education process 2.4.1. Analysing the influence of education environment to the teaching/ learning process needs. Drafted research methodology. Carried out research and research analysis using ICT. Drafted subject programme and plan. Explained extracurricular activity organisation principles. Described education process structure. Chosen education methods in line with the education content, pupils age, needs, level of education, learning styles Chosen optimal learning/ teaching location. 3
2.5. Assessing pupils achievements and progress in ethics education 2.6. Communicating and cooperating with all the participants of education process library, etc). Organising the space. Learning tools. Modern information and communication tools. Psychological climate. Pupils health and hygiene norms. Safety at work requirements. Assessment provisions and principles: targeted, individual, open, transparent, constructive, informative, etc. Assessment types: diagnostic, formative (educational) and summative, criteria based and normative. Assessment methods: non-formal and formal. Assessment form: assessment portfolio, descriptions, reviews. Self-assessment methods: personal and group reflection, etc. Child development and pedagogical psychology features. Basics of communication 2.4.2. Creating safe environment encouraging fully-fledged development of a pupil 2.4.3. Establishing or adjusting work environment for education 2.4.4. Rationally using the resources 2.5.1. Analysing the strengths and weaknesses of different assessment methodologies 2.5.2. Choosing progress and achievement assessment system 2.5.3. Using assessment information for the update of education content 2.5.4. Promoting pupils self assessment 2.6.1. Analysing and assessing cooperation significance and features 2.6.2. Establishing the most favourable atmosphere for communication assessing cultural and Well organised work environment. Chosen most relevant work tools. Established assessment criteria. Used assessment methodology. Drafted part of assessment system model with regard to the education institution documents and in cooperation with the colleagues and pupils. Explained teacher and pupil relations in a given situation. Dealt interpersonal and group 4
3. Professional and cultural development 3.1 Reflecting and assessing personal professional activity 3.2. Planning continuous professional development psychology. Communication with the pupils, other teachers, school staff, parents (guardians, carers) and other social partners. Non-traditional pupils (talented, with disability, immigrants, etc). Professional teacher ethics. Family types, modern family trends. Parent education. Communication with education, health, children rights, culture, law enforcement institutions and public organisations, etc. National, international, school projects. Preventive work. Professional activity and experience selfanalysis. Studying of the most recent pedagogical literature. Development methods: seminars, courses, projects, social differences with tolerance and respect 2.6.3. Recognising special needs of pupils ensuring social exclusion prevention 2.6.4. Applying cooperation principles and methods 2.6.5. Communicating with parents and guardians of pupils 2.6.6. Communicating with organisations providing support to pupils and families 3.1.1. Assessing personal competence, experience, improvement opportunities 3.1.2. Analysing the most recent professional activity problems 3.2.1. Accumulating information on the recent developments in ethics education, applying them in conflicts in a constructive manner in a modelled situation. Organised discussion with pupils on a provided topic. Explained relevant communication with parents forms. Explained pupils camping organisation principles. Carried out and explained pedagogical activity reflection. Drafted or corrected professional activity plan. Chosen the most efficient professional development 5
3.3. Being creative and flexible when reacting to the changes of the modern world conferences, traineeships, etc. Dissemination of good pedagogical experience. Global events, their dissemination, consumer culture, etc. professional activity 3.2.2. Using the opportunities provided by the institution for the qualification improvement 3.3.1. Analysing and assessing from the moral point of view society problems 3.3.2. Analysing global events, using them for dealing with moral public problems methods. Overviewed and evaluated the most recent events 6