The importance of VET teacher professionalism: an Australian case study
The effectiveness of vocational education and training (VET) systems depends upon their teachers. The teachers are regarded as 'dual professionals,' requiring expertise in both their background industry areas and in VET pedagogy itself. This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to undertake degree level qualifications in VET pedagogy, taught at universities, either before or, more usually, after entering the occupation. The required level has ... Show more
The effectiveness of vocational education and training (VET) systems depends upon their teachers. The teachers are regarded as 'dual professionals,' requiring expertise in both their background industry areas and in VET pedagogy itself. This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to undertake degree level qualifications in VET pedagogy, taught at universities, either before or, more usually, after entering the occupation. The required level has now reduced to the regulatory minimum of a Certificate IV level qualification, taught by training providers not universities, and often provided to their own teachers. The qualification contains only 300 nominal hours of training. It has been recognized as a particularly poorly taught qualification, requiring the introduction of a high degree of regulation and most recently a special compliance framework for training providers wishing to deliver it. In this chapter, the historical path of the decline in VET teacher professionalism in Australia is charted, including research evidence from a national project managed by the author, about the effects of higher-level qualifications on VET teacher practices and quality and teachers' propensity to engage in professional development. A conceptual model of the attributes of professional VET teachers with regard to qualifications and professional development is presented. The chapter concludes with some recommendations for change and implications for other countries.
Published abstract.
The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 137.1084. Show less
Authors: Smith, Erica
Published: Cham, Switzerland, Springer Nature Switzerland, 2019
Resource type: Book chapter
Also called: The importance of vocational education and training teacher professionalism: an Australian case study
Book title: Handbook of vocational education and training: developments in the changing world of work: volume 2 / Simon McGrath, Martin Mulder, Joy Papier and Rebecca Suart, editors.
Pages: pp. 1627-1648
Related items: TD/TNC 137.1084
ISBN: 9783319945316 (print); 9783319945323 (ebook); 9783319945330 (print and electronic bundle)
Series: RAVE: Researching Adult and Vocational Education
Peer reviewed: Yes
Document number: TD/TNC 138.716
Report a broken link
Leave your email and we'll notify you when the requested link is available again.
Subjects: Teaching and learning Providers of education and training Vocational education and training Workforce development Quality Qualifications
Keywords: Trainers Training of trainers Educational level Professional development Knowledge level Key competency Recommendations
Geographic subjects: Australia Oceania
Download files
Get citation.
NCVER Author-Date style
- Citation only
- Full record
Scan this QR code using your mobile or use the below permanent URL for this page
- DOI: 10.1007/978-3-319-94532-3_23
- Corpus ID: 199362515
The Importance of VET Teacher Professionalism: An Australian Case Study
- Erica Smith
- Published in Handbook of Vocational… 6 December 2018
- Handbook of Vocational Education and Training
6 Citations
Building capability and quality in vet teaching: opportunities and challenges.
- Highly Influenced
- 20 Excerpts
Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)
Reformed and reduced: vocational education and structural oppression, teacher, professional or both a mixed method study of the professional identity of vocational teachers and trainers in hungary, the site-based learning of vocational education and training teachers, afterword: a fresh look at workplace learning for vet teachers, 22 references, australian vet teacher education: what is the benefit of pedagogical studies at university for vet teachers, the impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education, a comparative study of awarding organisation and hei initial teacher training programmes for the lifelong learning sector in england, defining a profession: the role of knowledge and expertise, a short history of initial vet teacher training, a review of twenty years of competency-based training in the australian vocational education and training system, vet teachers’ knowledge and expertise, contesting tertiary teaching qualifications: an australian perspective, professionalism and medicine's social contract with society., continuing professional education and professionalization: travelling without a map or compass, related papers.
Showing 1 through 3 of 0 Related Papers
Table 2 Research method for national project on VET teacher qualifications and quality 2015–2017
From: The Importance of VET Teacher Professionalism: An Australian Case Study
Phase | Activity | Number of research participants |
|---|---|---|
1. | Stakeholder interviews | 11 |
2. | 11 focus groups of teacher/trainers and students | Teachers: 29 |
Students: 40 | ||
3. | National Teacher/Trainer Survey administered through 8 TAFE and 48 non-TAFE RTOs | 574 |
4. | Case studies about the effects of teacher qualifications on teaching quality, at four TAFE and four non-TAFE RTOs. Interviews with managers, teachers, and students | 128 |
5. | Professional Development Survey of teachers administered through three external professional development providers | 368 |
6. | Professional development case studies at three TAFE and three non-TAFE RTOs. Interviews with managers and teachers | 50 |
7. | Delphi process – three stage on-line survey | 55 |
Total | 1255 |
- RTO registered training organization (public or private training provider)
- Find a journal
- Publish with us
- Track your research
Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .
Enter the email address you signed up with and we'll email you a reset link.
- We're Hiring!
- Help Center
VET teacher education in Australian universities: who are the students and what are their views about their courses?
2015, Research in Post-Compulsory Education
In Australia, the question of the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower-level qualifications than teachers in other education sectors, although this was not always the case. The paper reports on research which investigated the experiences of VET teacher-education students studying for university qualifications. The research was undertaken in response to requests from policy stakeholders for evidence about the efficacy of higher-level qualifications. The research indicated student satisfaction with their courses and an alignment between what they saw as the benefits with the identified challenges of VET teaching. They also suggested areas for improvement. The findings are analysed with relation to the findings of a Productivity Commission inquiry into the VET workforce, which identified a number of capability gaps.
Related Papers
Erica Smith
Asia-Pacific Journal of Teacher Education
This paper describes and critiques changes in the nature, status and qualification requirements of the teaching workforce over the past 15 years in the vocational education and training sector in Australia. Changes in the settings in which VET is delivered, expansion of the VET market, and new initiatives in qualifications for VET teachers have created a detailed tapestry. In this
The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original document and are linked to publications on ResearchGate, letting you access and read them immediately.
Leesa Wheelahan
Berufsbildung zwischen Tradition und Moderne
Roger Harris
Hugh Guthrie
International Journal of Training Research
Erica Smith , Michele Simons
Handbook of Vocational Education and Training
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.
RELATED PAPERS
Jillian Downing
in Marginson, Simon (ed.), Tertiary Education Policy in Australia
The Journal of Educational Enquiry
Berwyn Clayton
The Teacher Education of VET in Schools (VETiS) Teachers - Report
Karen L O'Reilly-Briggs
Karen O'Reilly-Briggs
Trish McCluskey
Journal of Vocational Education & …
Pauline Lysaght , Sarah O' Shea
Annette Foley
Franz Kaiser
ANDREW RIMINGTON
European Journal of Vocational Training
Kira Clarke
Journal of Vocational Education & Training
John Polesel
Nextgen Research Publication
Mary Barrett
AVETRA Conference Paper
Gavin Moodie
National Centre For Vocational Education Research
Margaret Vickers , John Polesel
National Centre for …
Penelope Curtin
Chris Corbel
RELATED TOPICS
- We're Hiring!
- Help Center
- Find new research papers in:
- Health Sciences
- Earth Sciences
- Cognitive Science
- Mathematics
- Computer Science
- Academia ©2024
COMMENTS
The teachers are regarded as "dual professionals," requiring expertise in both their background industry areas and in VET pedagogy itself. This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to ...
Sources: Smith and Keating ( 1997: 194- 203) and Smith ( 2009) 88 The Importance of VET Teacher Professionalism: An Australian Case Study 1639. of VET teaching. One effect of this is that it is ...
This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to undertake degree level qualifications in VET pedagogy, taught at universities, either before or, more usually, after entering the occupation.
88 The Importance of VET Teacher Professionalism: An Australian Case Study 1635 A chapter on the Australian VET teaching workforce published in a previous Handbook (Smith 2009) recorded the variety of teaching and training roles, classifying teachers by their site of practice, their role focus, and the formality of training which they delivered.
TLDR. It is concluded that university-level VET teacher education studies help practitioners develop the high level of knowledge and skills required for the complex work of VET teaching, as well as suggesting some further benefits resulting from the dialogue between practitioners and academics. Expand. 4. PDF.
From: The Importance of VET Teacher Professionalism: An Australian Case Study. 1997 and 2008. 2018. "Initial teacher training" via universities - almost always undertaken after commencement as a VET teacher and while working in the role. In 1997, this training was undertaken by all new TAFE teachers. Fewer universities offering VET ...
Title The Importance of VET teacher professionalism : an Australian case study Creator Smith, Erica
The Importance of VET Teacher Professionalism: An Australian Case Study. The effectiveness of vocational education and training (VET) systems depends upon their teachers.... Book Chapters; DOI reference: 10.1007/978-3-319-94532-3_23
For vocational education and training (VET) teachers and trainers in Australia, the concept of professional and professionalism remains underexplored. Generally, these teachers appear to construct a professional identity in a context where their position is arguably underacknowledged as a professional social agent.
For VET Practitioners: An Australian Case Study Sally Leavold 1, Margaret Taylor 2 1Director VET Programs, School of Education, RMIT University, Melbourne Australia, 80-92 Victoria Street Carlton ...
This project aimed, in a small way, to provide some firm Australian evidence about possible advantages of higher-level qualifications, from the viewpoint of the students in universities' VET teacher-training programmes. The project was carried out by members of the Australian Council of Deans of Education (ACDE) Vocational Education Group.
This chapter uses Australia as a case study of what happens when the accepted regime of qualifications for VET teachers alters. In Australia full-time VET teachers were, until recently, required to undertake degree level qualifications in VET pedagogy, taught at universities, either before or, more usually, after enter-ing the occupation.
Abstract. This chapter addresses the professional learning needs of teachers in the vocational education and training (VET) sector under the changed circumstances of internationalization and ...
tinuous quality improvement in teaching and learning is the Guide's baseline. The Guide's primary reference points are high levels of learner engagement and learner satisfaction which sustain excellent learner outcomes an. onstitute foundations for further study, employment and personal development. The Gui.
Table 2 Research method for national project on VET teacher qualifications and quality 2015-2017. From: The Importance of VET Teacher Professionalism: An Australian Case Study. Phase. Activity. Number of research participants. 1. Stakeholder interviews. 11. 2.
This paper reports on the professional development of vocational education and training (VET) teachers and trainers in Australia. It utilises the data on professional development (PD) gathered from two national surveys undertaken in 2016 as part of a major [Australian Research Council] ARC-funded national research project on VET teachers and their qualifications.
The Importance of VET Teacher Professionalism: An Australian Case Study. 2019 • Erica Smith. Download Free PDF View PDF. Wheelahan, Leesa (2010) 'Options for the future of VET teaching qualifications and continuing professional development', Australian TAFE Teacher, Spring 2010, Vol. 44/3, pp. 8 - 10. ... is particularly pertinent for ...
and practice. Teachers have a deeper it teaches. The program has also strengthened links with local and regional employers and industries. "Teachers are our greatest asset. Our professional development program emphasises our commitment to investing in high quality teaching and learner outcomes." Claire Rasmussen, Director of VET Practice,
The chapter explains that the qualification levels of VET teachers have dropped considerably since the year 2000, such that only 10% of Australian VET teachers now have pedagogical qualifications ...
VET teacher professional-ism in Australia is charted, including research evidence from a national project managed by the author, about the effects of higher-level qualifications on VET teacher practices and quality and teachers' propensity to engage in professional development.
For example, 16 years ago, Lowrie, Smith, and Hill (1999) noted different approaches to teaching between teachers with the Certificate IV qualification only and those with VET teaching degrees, with Certificate IV teachers having a less sophisticated understanding of teaching - in the case of that study, in a competency-based environment.
The Importance of VET Teacher Professionalism: An Australian Case Study. 2019 • ... The mandatory pedagogical qualification for VET teachers in Australia is the Certificate IV in Training and Assessment. This is actually a requirement for teaching in the VET sector. ... the research has gained much attention because of its ability to inform ...