02 SES 06 C, Studies On Teachers, Learners And Pedagogical Relations
Parallel Paper Session
Concern for educational research to champion freedom, education and development for all in Vocational Education and Training (VET) extends to consideration of the VET programmes designed to prepare VET teachers/trainers. The quality and attention to learning and teaching integral to the professional development of these VET trainee teachers impacts on how they in turn will work with their own students and as to what freedom through learning, education and development they may or may not be enabled to implement. This paper examines the preparation of VET teachers/trainers in three countries, the United Kingdom, Germany and Australia, each with standards and qualifications frameworks, which impact on the models and focus of the teacher training. Issues explored in the paper include a consideration of quality, education and training, pedagogy and the impact of the Qualification frameworks.
We argue that the preparation of VET teachers/trainers is some countries can be a blueprint for deprofessionalisation and diminution of status of trainee teachers and hence their students.
The quality and attention to learning and teaching integral to the professional development of these VET trainee teachers impacts on how they in turn will work with their own students and as to what freedom through learning, education and development they may or may not be enabled to implement. A range of models are employed to train VET teachers. UNESCO (2001) recommended that vocational teachers should be of the same status as other teachers, and that their preparation for teaching should be over three years. As Grollman and Rauner (2007) note there are highly professionalised models and more ad hoc approaches to vocational teacher training. Of the three countries, Germany fits the more highly professional end of the spectrum emphasising a dual system with work and school based learning, with Australia very much at the opposite end in relation to training models with a minimalist requirement for qualifications. In the UK, the Tomlinson Report (Skills Commission, 2009) emphasised the importance of pedagogy for vocational teachers. We ask in the paper whether these teachers/trainers are prepared and capable to extend, enrich and challenge their own students/trainees, or are they limited to a procedural assessment of demonstrated skills? Does their training equip them to be the teachers working to achieve highly skilled workforces, a shared international goal.
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