Often professionals dedicated to vocational training, after acquiring the methodological, with the passage of time, carried away by the routine. Lest this should happen, from time to time to reflect on key aspects of professional performance as a trainer. One possibility for implementing this action is to assist new courses, but not always depend on one, another is the reading of texts to facilitate reflection and this does depend entirely on his will.
Today I intend to reflect on the skills training.
skills training are:
1 .- PLANNING
* The ability to design teaching-learning activities ordered according to capabilities of students. The non-formal vocational training, involves a series of competencies related to curriculum development of an occupation. The professional certificate is a compendium of knowledge, skills and attitudes relating to an occupation. This will be the curriculum that will serve as reference for the teaching and planning.
Reflection:
- Do you know thoroughly professional certification in your occupation?
- Are you up to date with technological developments that are taking place in it?
- basing your design "classes in the certificate or you do at your leisure ?
* The design of teaching is embodied in a written paper (prepared script) whose purpose is to advance the action to develop in class, but must be linked to knowledge sharing interaction with students.
Reflection:
- you preparing the script of your classes are taught on the fly?
- Do you limit yourself to "teach" what is written on the certificate or you care to share the knowledge they possess as a result of your experience?
* The trainer must create interactions among students to facilitate groupings aimed at cooperative learning. . The students are different because of age, sex and personal culture necessitates the order and cooperation. You have to allocate time to address the many special needs students. A design is not a "clustering" of objectives, contents and activities, but a vision based on the "experience" of the trainer and identification with students who may not have finished their education, be unemployed or be employed
Reflection:
- You actions which are to facilitate interaction and cooperation among students?
- Do you try to identify the different characteristics of students?
- Do you make a thoughtful distribution of time?
2 .- CLASSROOM MANAGEMENT
* It is a complementary skill of planning. Includes preparation of materials and new technologies of communication and information aimed at making sense of the segmented structure of activities. It may be that the trainer be misled by the routine in some elements of his teaching shunning novelty.
Reflection:
- "adequately prepare the materials?
- Do you try to incorporate news?
classroom teaching 3 .-
* Trainers are often inclined to base their teaching on the explanation or demonstration must be forgetting that as a researcher who asks in class as a means to frame difficult situations and start with young people or adult thought processes. The fact that students are limited (maximum 15) is to promote discussion. Share experiences in the classroom is a way to share and internalize the sociocultural environment, ideas, work items and favorite subject of an occupation.
Reflection:
- You tend to use more expository method to demonstrate to the opposite?
- enough you trying to promote discussion using the interrogative method?
4 .- EVALUATION
occupational * A trainer needs to develop evaluative skills varied: from an evaluative approach to the development of a logical analysis of the practice of occupational program.
in formal training and evaluation is ongoing and further integrating formative, qualitative and contextual reflected in numerical scales.
students involved through self-evaluation. These systems are also used by occupational trainers.
Currently there is research to suggest the idea of \u200b\u200b"Folder." The folder is a file of student work that has the ebb and flow of intentional learning continuum between them and progress on performance in a competitive environment.
The portfolio includes:
- guidelines for selecting the contents of your internship
- criteria for judging the merit of what made
- reflections on the demands of each occupation tereas .
Students review their portfolios fabricated with signs of professional reality and trainers guide them through questions like: How has your career narrative - structure and language professionals in the sequence of your itinerary?
Reflection
- Do you have a constant and continuous evaluative attitude?
- Do they favor self-assessment of your students?
- Do you strive to be current and update your assessment systems?
not forget reflection and self-analysis of own performance is one of the bases of improvement of professional performance.
Thomas
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