ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION
Journal Title: Problems of Education in the 21st Century - Year 2008, Vol 7, Issue 6
Abstract
During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following model: Establish Qualifcation Profle, Establish Admission Quality, Defne Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System. The new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualifcation of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very frst one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The frst students were admitted to the designed study programme in 2007.
Authors and Affiliations
tiia rüütmann, Jüri Vanaveski
Keywords
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