Abstract:

Attracting and engaging human talent in an actual consumer society to education in general and the field of teaching in specific are key success factors to meet challenges of creating efficient knowledge societal grow mobility system. Didactics research and creative activities in the curriculum innovation of research-centred institutions is the core of their domain. Few studies have examined the perspectives of the pivot agents who provide the individualized opportunities for students in supplementary education teachers’ qualification. One of our current assignments is to provide supplementary educational students needs to focus on ensuring that all beginning teachers are focused on activities and decisions to the student-centric educational strategy, and to drive competence-based students’ development.

While initial supplementary education and assessment is carried out for all teachers’ candidates, there is no ongoing assessment for new teachers who join the secondary vocational schools. To address this gap, an archetypal insight tool was identified as a valid mechanism to map and replicate the correct processes that need to be followed in real work situations in real educational environment as well as internal working procedures which promote best practice. The models, concepts, and ideas presented herein provide practices and solutions that are in use at high performing conditions and have been validated through parts of our analytics-based research methodology. Our research methodology is wrapped around three personal-centric goals – mapping individual performances, improving professional competences, and support active learning environment. The ideas and practices described in this report were developed after collecting data, tracking study programme, and analysing the individual and group talent practices and activities.

Executed research led us to define an educational theoretical framework and to analyse beginning teachers’ didactics knowledge and educational technology literacy in the final phase of supplementary education courses and to make hypotheses to explain the potential lack of efficiency of teachers training in context to key competences in a real school environment. Based on focus group data from the period of 2010-2015, we document university perceptions of the challenges to infusing archetypal insights integration to increase the quality of supplementary education teachers’ qualification across the curriculum innovation. Research evidence of this study shows that didactics knowledge and educational technology transfer should pay more attention to the contribution of academic institutions engaged in real schools environments.

Moreover, the target results of our research study are to form an educational environment for beginning teachers that is more agile, adaptive and able to change and adjust to real-life conditions using learning content that is as current as possible able to be more productive, innovative, and responsive. We conclude the paper with practical suggestions for other supplementary teachers’ educational institutions seeking to implement curriculum innovative change initiatives. In summary, we present incubation of the results to an optimal curriculum that first help beginning teachers understand what they should be doing and next hold them accountable for actually doing it in order to achieve desired life’s work.

Keywords:

Higher education, beginning teachers, archetypal insights, key competences, supplementary curriculum innovation, learning content.