Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 29 (2011) 611 – 619
International Conference on Education and Educational Psychology (ICEEPSY 2011)
THE competence of learning to learn in vocational training:
Promoting reflective thinking of the trainer of trainers,
mediated by reflexive portfolio
Maria Joana Inácioa (PhD Student) and Maria Helena Salemab (Supervisor) *
a
b
Instituto de Educação da Universidade de Lisboa, Alameda da Universidade, Lisboa 1649-013, Portugal
Instituto de Educação da Universidade de Lisboa, Alameda da Universidade, Lisboa 1649-013, Portugal
Abstract
This study aims to understand how the power of learning to learn is offered and promoted in the context of vocational training,
especially in the practices of trainer of trainers and how they star in the figure of tutor agent and metacognitive. It is intended to
create and evaluate a training program designed as a continuous process of supervision and guidance reflective and collaborative
aimed at trainers of trainers. The reflective portfolio is as an instrument and object of this educational process. Following an
interpretive approach, means choosing an action research methodology.
2011 Published
Published by by
Elsevier
Ltd. Selection
and/or peer-review
under responsibility
Dr. Zafer Bekirogullari
of Cognitive
– Counselling,
©©2011
Elsevier
Ltd. Selection
and/or peer-review
underofresponsibility
of Dr Zafer
Bekirogullari.
Research & Conference Services C-crcs.
Keywords: Learning to learn; Reflective thinking; Trainer of Trainers; Supervision and Guidance of Professional Practice; Education and
Training of Adults.
1. Introduction
In the current context of adult education and training in Portugal, in general, and vocational training, in particular,
it is pertinent to understand the practices of their players, including the practical training of trainers of trainers.
Following the personal interest and professional doctorate, which develops, among other activities, the trainer of
trainers and the results of the study carried out in its Master of Education on the theme - the ability to learn to learn
in the process of Recognition, Validation and Certification of Competencies (RVCC) - this research aims to
understand how the power of learning to learn is offered and promoted in the context of vocational training,
understand the professional practices of trainers of trainers and how they star in a picture of agent metacognitive
and tutor. The aim is also to design, analyze and evaluate a training programme collaborative in nature aimed at
trainers of trainers that enhances the promotion of learning to learn skills in their professional practices, and in that
* Maria Joana Inácio - [email protected]
Maria Helena Salema - [email protected]
1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr Zafer Bekirogullari.
doi:10.1016/j.sbspro.2011.11.283
612
Maria Joana Inácio and Maria Helena Salema / Procedia - Social and Behavioral Sciences 29 (2011) 611 – 619
sense to promote reflective thinking trainers of trainers. The portfolio is reflective object and as a training tool
designed as a process of reflective supervision and guidance collaborative trainer of trainers.
Raises as a contribution to the future implementation of a new framework aimed at trainers of trainers that
stimulates the development of reflective thinking and metacognitive skills introduction of the professional profile of
the trainer of trainers as a trainer of trainers reflective.
Once the study is still in draft, subject to change and improvement, which is presented is a summary of the
approach which was subject to the defense of PhD project. Not presented in detail the study design, opting to present
and contextualize the problem and theoretical framework that supports the analysis of the teaching situation.
The competence of learning to learn is one of eight key competences set out in the recommendation of the
European Parliament and the Council on key competences for lifelong learning.
In the context of practical training, including the trainers, there is a blistering qualifying in innovation and skills
upgrading as an imperative of the current economy (Leitão, 2010). This corroborates what Cranton and King (2003,
cited by Quintas, 2008) argue, in relation to practices in adult education and training, that "the trainers (even)
holding information and technical knowledge, they have been provided through its formation, the performance of
their business (...) depends on its ability to make judgments about the practices that develop "(p. 46). The results of
the study developed in the context of a master and other context-specific education and training of adults, the RVCC
process, point to the need to develop metacognitive thinking of the team responsible for the pedagogic development
of the recognition process skills, to promote the team with an awareness of their role as agents / guardians
metacognitive (Inácio, 2009).
In this study, the development of reflective thought of the trainer of trainers seek to respond to needs and
challenges of the knowledge society and global economy that allows a (re) upgrade skills. Along with the need to
develop metacognitive thinking team of technical and pedagogical New Opportunities Centres (NOCs) which
develops the RVCC process, and the need for practical education and training necessary to evaluate the skills of
their players, including trainers of adults, the profile of the trainer of trainers becomes necessary to revise the powers
behind it and develop reflective practices in their players that foster self-regulation of their learning and therefore
subject to independent learners and reflective citizens and entrepreneurs. Just as the literature on professional
development of teachers calling for the concepts "such as reflection, reflective teacher, student reflective cognition,
metacognition, awareness, learning to learn, learn to think and many other terms related thereto" (Alarcão, 1996, pp.
173-174) and associated with a trend that reflection in and on action is a management process of self-regulated
learning, then it is allowed to evoke that style in the context of vocational training, especially in the practices of
trainer of trainers.
The authors demonstrate the problem that underlies this research was the need to become reflective of the trainer
of trainers as a professional trainer who develops the initial pedagogical training of trainers and promote the
competence of learning to learn key skills while being conveyed in their professional practices.
It is important to organize the research questions guiding the study at two levels of action:
1. Professional Identity Trainer of Trainers supported by the following guiding question: Is the trainer a trainer of
trainers reflective?
1.1. What specific skills the trainer of trainers holds?
1.2. How these skills translate or evoke structural dimensions of the competence of learning to learn?
1.3. Can the trainer of trainers to be an agent and metacognitive tutor?
2. Professional Development and Self-Regulation of Professional Practice supported by the guiding question:
How is the trainer of trainers develops and evaluates its training practices?
2.1. What strategies of self-regulation applies and / or developed for the evaluation of their training practices
as a trainer of trainers?
2.2. You may be the reflective portfolio assessment tool and guidance of the professional practice of trainer
of trainers that enhances reflective thinking?
The organization of questions for two levels of action for structuring the study in two great parts, the first
diagnostic and analytical in nature and the second with a mostly exploratory and interventionist.
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613
2. Theoretical framework
2.1 The Trainer of Trainers
The professional profile of the trainer of trainers as defined by IEFP identifies the overall aim of the activity
design, develop, monitor and evaluate the training of trainers and other professionals Figures Education / Training.
It includes not only teaching skills listed and subject to referential content of initial trainer training of trainers, but
assumes a role of mastery.
The trainer of trainers responsible for boosting the content defined by reference to initial trainer training of
trainers who must have a minimum of 90 hours as defined by decree No. 1119/97 of 5 November the regulation
establishing the conditions necessary for certification, particular the conditions for approval of trainer training
necessary to obtain a CAP trainer.
Using the functions of knowing listed by Caspar (2007) regarding the activity of the trainer will be able to
enhance the function of knowing "structure, transmit, help you acquire the knowledge (as) key role of mediation
trainers exercise (...) "(p.88). The motivation to learn and regulate the learning involves the monitoring function of
the trainer that can support the learner "to identify, research, and appropriate the technical knowledge and social
behavior necessary at a given moment of his life (...)" (Caspar, 2007, p.89). The trainer of trainers gathered, then not
only psycho-relational skills, teaching techniques and assigned to the activity of trainer, as he is responsible for
mobilizing them and promote them to future trainers. The development of reflective thinking raises the trainer of
trainers the ability to self-assess and self-regulating agent and for which constitutes metacognitive tutor, or trainer of
trainers model reflective. This corroborates the claim that training "is not limited to passive acquisition of certain
knowledge, but seeks to actively promote knowledge of the subject initiates the active acquisition of new knowledge
(learning to learn)" (Braun, 1994). In this sense, the trainer of trainers be promoter of learning to learn skills in
training practices.
The trainer of trainers of adults as a trainer and professional field of education and training to act as a reflective
practitioner lies in that as stated Alarcão (2001, cited by Quintas, 2008) "interactionist perspective this is a socioconstructivist and experiential learning , training in work situations, action research "(p. 48) and only the dynamics
of self-knowledge, practices and context of action could problematize and develop skills. In this sense, this study
invites reflection on the practices of the trainer of trainers and questioning the powers that are allocated beyond the
institutionally defined.
2.2 The competence of learning to learn
Learning to learn is as one of eight key competences set out in the recommendation of the European Parliament
and the Council on key competences for lifelong learning. It is understood as competence in favor of a capacity,
because
also
encompass
an
affective
dimension,
namely
a
set
of
attitudes.
In the context of European reference framework on key competences "are defined as a combination of knowledge,
skills and attitudes appropriate to the context (...) necessary for all people to achieve personal development and for
active citizenship, social inclusion and employment "(Comissão Europeia, 2006, p. 13).
In this study option is to adopt the definition of the European Union which supports the existence of three
structural dimensions: the dimensions emotional, cognitive and metacognitive, and combined with the socio-cultural
learning. Hoskins and Fredriksson (2006) identify the definition a matter of learning how to learn the cognitive and
affective dimensions. Affective dimension are present in social skills that support learning and interpersonal
relationships, motivation, confidence and learning strategies. Cognitive dimension is reflected in the "capacity to
acquire, process and assimilate new knowledge" and "ability to overcome obstacles" (Comissão Europeia, 2006,
p.16). This definition highlights is also the critical nature of learning to learn, referring to the combination of
capabilities that can be mobilized and used in multiple contexts and by different individuals, with underlying their
prior experiential learning. Note also the positive attitude towards learning, as "an open attitude to problem solving
not only promotes learning but also the individual's ability to handle obstacles and change" (Comissão Europeia,
2006, p. 16). With regard to metacognitive dimension, takes the approach that implies self-regulation of the
individual over their own learning and an awareness of the methods it employs and develops in continuous learning
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throughout life requires. In this sense, the concept of metacognition can be viewed "as an element of knowledge
(and) as a regulator of learning, providing knowledge" (Simão & Sá Silva, 2007, Dias & Simão, 2007, p. 94).
Valente, Salema, Morais and Cruz (1989) emphasize, though, metacognition "(...) as the key capability that depends
on learning, certainly the most important: learning to learn (...)" (p. 50).
2.3 The reflective portfolio and models of supervision and guidance of professional practice
The portfolio is seen as an instrument of reflection and assessment used more often in the school context, is
addressed to the student as the teacher. The portfolio is seen as an instrument of self, but also of self-regulation of
learning, by allowing monitoring of the learning process become aware of the methods and strategies developed to
solve problems. In this sense, is an instrument that enhances self-control and autonomy of their stakeholders.
The portfolio comprises an instrument of the author, which leads to active participation and reflective of your
player, allowing you to evaluate your learning process, being a device that mediates the theory and practice. Be the
context in which it is applied, seeks to regulate the learning broadcast promoting the development of metacognitive
skills.
The use of the portfolio in the context of formation, particularly in the evaluation of trainers is a recent and still in
the exploration stage, with the IEFP to participate in discussion forums and reflection in the context of cluster of
teachers and trainers who work with the Comissão Europeia. As stated Conceição Matos (2010) is in this sense "(...)
that is working on the possibility of power would use the portfolio in the process of recognition and validation of
skills trainers, linking it with the assignment of the CAP" (p.4). The use of portfolio in the process of learning and
formative assessment corroborates in part with the intention of this study, in the sense that it aims to promote the use
of portfolio as an instrument of self-reflective and self-assessment of learning and monitoring practices. However,
with the introduction of Ordinance No 992/2010 of 29 September establishing the validity of the CAP as the subject
of renewed life without the use of portfolio in order to maximize the validation and renewal of CAP through the
recognition of competences as provided IEFP in the March 2010 edition of its newsletter, you may be subject to
change in terms of usage and contribution. Still, it is considered the pivotal role of IEFP to implement new practices
and forms of evaluation of trainers.
In this study, the use of reflective portfolio aims to be promoted in the context of training and aimed at trainers of
trainers to sustain a reflective approach to supervision and guidance of their collaborative practice. Thus it is
necessary to clarify that it is not the intention of the study the use of reflective portfolio as a device or instrument
that allows the training to obtain or renew CAP trainer (either in initial and continuing training, respectively) that
perhaps supports the IEFP. However, it is essential to enhance the understanding of synergies in the use of portfolio
as an instrument of self-regulating learning.
In the context of professional development trainer of trainers as reflective portfolio may be perceived as a tool
that supports the practice of collaborative model of supervision and reflective in that it illustrates the reflection to
dialogue between the trainer of trainers and practice. The combination of "(...) action, experimentation and reflection
on action, ie, dialogic reflection on the observed and lived according to a methodology of learning to doing and
thinking, leading to active construction of knowledge generated by systematic action and reflection (...) "(Alarcão &
Tavares, 2003, p. 35) reinforces the use of portfolio as a mediating device between theory and practice. In this sense,
the present study is that demand through reflective supervision model portfolio as a tool to introduce the training
that promotes reflective thinking of the trainer of trainers.
3. Methodological options
The study was based on a qualitative approach, and underlying the expression of interpretive research as
suggested by Erikson (cited in Lessard-Hébert, Goyette & Boutin, 1990) to the extent that "the object of analysis is
formulated in terms of action, an action covering the physical behavior and even the meaning assigned to it by the
actor and those who interact with him (...) "(p. 39). In this sense, will present "kind of dialogue" (Bogdan & Biklen,
1994, p. 51) between the action researcher as trainer of trainers and other trainers of trainers, trying to understand
the broadcast and professional practices how actors understand their role in training of trainers.
The development of the study that is presented to evaluate and act on and in the context of professional practice
for trainers of trainers, which suggests and supports the development of an action research, in that it seeks "(...) to
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615
study the phenomenology of the situation teaching "(Halsey, 1972, quoted in Sousa, 2005, p. 95). This evokes a
situated methodology, participatory and collaborative research implies an attitude of planning, action, observation
and reflection on the context object of observation and intervention, which cooperate others who participate in
teaching situation.
Situating action research methodology in a dichotomous way in which the research side suggests a more
analytical approach and an action aspect more interventionist approach, this accounts for the line of thought when
the researcher defines the research questions previously submitted. To understand how the trainer can be a trainer of
trainers reflective questions that guide the study support a first approach of analysis and description of the
phenomenon, ie to characterize the functions of the trainer of trainers and in that sense to put the question "Is the
trainer a trainer of trainers reflective? ". In a second approach, following the analysis of practices and meanings by
actors in order to explore off "How is the trainer of trainers develops and evaluates its training practices?". This
approach seeks to promote self-regulation strategies that allow the promotion of reflective thought of the trainer of
trainers, raising the promotion of metacognitive skills that attest to learning to learn skills as key and cross.
They consist in the study the researcher as a trainer of trainers and other trainers of trainers for a vocational
training center where he developed work. Regarding the collection of data, we propose the use of questionnaires and
interviews with trainer of trainers, as well as the use of the blog researcher / trainer as daily to monitor the
implementation and evaluation of training action addressed to trainer trainers.
The table presents the tools to systematize the use and the associated goals.
Table 1 - Summary of Data Collection Instruments
Data Collection Instruments
Self-Diagnosis Questionnaire Skills Trainer adapted
from the scale of self-diagnostic skills of the trainer
Knowles (1981, cited in Knowles, Holton & Swanson,
1998)
Goals
Identifying the skills of the trainer of trainers of adults
as a trainer - relationships between skills and
professional practices of the trainer of trainers;
To characterize the professional profile of the trainer of
trainers;
To characterize the participants (demographic
characteristics and elements of professional practice).
Formative action:
Create action aimed at training trainers of trainers on the
reflective portfolio as a tool that fosters the development
of skills to learn to learn.
Portfolio reflective of the trainer of trainers contribution to the development of competence of
learning to learn
Analyze the training action with a group of trainer
trainers.
Evaluate the training, the impact on the group results.
Questionnaires for evaluation of training and interviews
/ focus group.
Evaluate the training program through questionnaires
and interviews / focus group
Blog researcher - daily training.
Monitor the development of the training.
It is presented on a preliminary basis the justification of data collection instruments, including the option of the
questionnaire for self-diagnosis skills of the trainer, semi-structured interviews / focus group and blog of the
researcher / trainer of trainers.
The self-diagnostic questionnaire is organized into three major items constituting a closed and open questions and
optimizing the scale of self-diagnostic skills of the trainer, an instrument designed by Knowles (1981, cited in
Knowles, Holton & Swanson, 1998) . The application of the underlying instrument has several purposes and can be
used as a means of self-assessment and / or self-training practices of trainers. In the present study and the
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questionnaire presented here is behind a more evaluative, in that it asks the trainer to identify for each competency /
capacity and the presence / or absence of this in the context of their practice, however, by introducing the proposed
examples of writing skills / capabilities present or absent in your practice will allow to assess retrospectively, but
prospectively, allowing this information be optimized a posteriori, in order to maximize new practices, more
reflective. The instrument gathers a set of skills that relate to skills of the trainer of adults, including a set of
characteristics that are transverse to the activity of the trainer and which are organized by the following blocks:
• Conceptual framework and theory of adult learning.
• Design and implementation of learning situations.
• Help the learners to become responsible for their training in a self-steering learning perspective.
• Selection of methods, techniques and materials.
• Process planning.
Understand if these skills are present or absent in the practices of trainer trainers will be essential for
understanding its identity as a trainer of adults.
The remaining two items comprising the questionnaire aims to collect more information about the professional
identity of the trainer of trainers, but also its practice, in a trend of diagnosis. In this sense, the item that proposes the
description of personal characteristics, functions, skills and personal philosophy or perspective of education demand
that the participant respond spontaneously and not directive in order to characterize their own professional profile as
a trainer of trainers. The item referring to the underlying demographic data is intended to gather information about
business practices developed by the trainer, trying to diagnose your course of action.
The information gathered by the three big items that support the questionnaire sustain updating and redefinition
of the objectives of the training that is intended to apply in order to intervene on these same practices. The
interventional program that is proposed is supported by a reflective approach to supervision and collaborative,
inviting participants to reflect on their professional identity and practice.
In this study we intend to conduct interviews to study participants at the end of training action evokes the need to
use the technique of focus group in that as stated by Morgan (1997, cited by Gallego & Gomes, 2005) "is a technical
qualitative aims at controlling the discussion of a group of people, inspired by non-directive interviews "(p. 177).
Script supervisor will be designed so that the researcher can conduct the interview the group of participants. The
observation resulting from the application of this technique will triangulate data to assess the likely impact of the
training action in the group, and analyze and compare the results of the questionnaire prior to the application of selfdiagnostic skills of the trainer.
The decision to conduct training through daily blog holds another challenge that the intervention area of
Information and Communication Technologies (ICT) in education protagonist. Gomes (2005) argues, moreover, that
"the educational blogosphere is increasingly cross at different levels of education, from preschool to higher
education" (p. 311) and that the blog can be optimized as a resource and a pedagogical strategy. While the blog
feature may be perceived as a space for sharing of specialized information. On the other hand, while teaching
strategy can take various forms, such as digital portfolio, space for collaboration, debate and / or integration
(Gomes, 2005).
In the study proposes the use of the blog will foster inquiry, information sharing and collaborative work in
thinking about the contents developed in the formative action: its usefulness, practicality and relevance to the
development of learning to learn skills in the practices of trainer trainers. The virtual environment can be beneficial
and
informal
invitation
to
participate
in
the
spontaneous
group
of
participants.
In this sense, it is proposed the use of blog as a diary of the training of the researcher / trainer as a resource for
sharing information, as well as a teaching strategy where the debate and collaborative work will take place, raising
the possibility of introducing participants to the their training practices using digital portfolio as a reflective blog.
4. Final remarks
This study is intended to promote learning to learn skills in the context of professional trainers of trainers.
In a first analytical approach will be applied self-diagnostic questionnaires for trainers of trainers in order to
understand the professional identity and benchmark the practices disseminated. In a second more interventionist
approach will seek to create, implement and evaluate a training program aimed at trainers of trainers that empowers
more reflective practices seeking to be the target of the exploration area of professional development of teacher
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617
trainers. The use of a portfolio will sustain a collaborative reflective supervision, taking as object and instrument
training.
It is intended to apply in the near future empirical research proposal.
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