any five important of vocational training
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For years I have heard in conversations from different fields that the educational system has to change if we want to be competitive. For a few months, perhaps a year, there are teachers and scholars of education who have started a timid revolution that should lead us to this new paradigm that so many long for.
The change has different speeds and uneven follow-up depending on the educational level that is analyzed, from the most active primary education to the difficult wheel to turn at the university, passing through the secondary more focused on the behavioral aspects of the students, the excessively focused high school in the PAU, or vocational training, the poor little sister of the system.
Today I will talk about the methodological revolution of this last educational level, vocational training. For those who are interested, you can read some first reflections on the vocational training revolution written three years ago and published a year ago in two posts. The first and second parts are focused on social and economic changes as well as the influence this will have on the world of work and therefore the necessary changes in vocational training. One of the conclusions reached by the posts is that the teaching-learning methodologies must be changed. For this reason, new methods must be tested and, above all, made available to teachers through a training offer for teachers, which is contextualized and sufficient. And this is where today's post begins, on how to face this training for teachers.
It should be said that my experience focuses on professional training teachers, but due to the inclusions made at other educational levels, I believe that the reflections that you are going to read below are applicable at any level.