02 SES 04 C, VET-Teacher Education and In-Company Training
At ECER 2012, we reported on initial findings from a small study investigating this issue, with a review of relevant literature and the data from initial interviews. We argued that in some countries and VET systems a deprofessionalisation of VET teachers and their teacher education is occurring, with minimal levels of qualification all that is required.
This research examines practitioner views of what is necessary and sufficient to engage as a TVET teacher. A sample of TVET practitioners from Victoria, Australia, Bremen, Germany and London, England, were interviewed as to their views on TVET Teaching qualifications, professional development and how their experience would be rated by them across these areas of concern. Additional data were gathered about perceptions about the balance between craft and experience and research and adult learning theory in TVET Teacher Education.
At the UPI 2nd International TVET conference, in Bandung, Indonesia in December, 2012, a conference Manifesto was developed to voice concerns and areas regarded as important in the development of TVET teachers. This Manifesto will also inform the paper’s discussion.
The key research question is:
“What do TVET practitioners think of TVET Teacher Education and its significance as to necessary elements and sufficient qualifications?
Cuddy, N., and Leney, T., (2005) Vocational education and training in the United Kingdom, CEDEFOP, Luxembourg Grollman, P., and Rauner, F., (eds) (2007) International Perspectives on Teachers and Lecturers in Technical and Vocational Education, EI, Brussels Guthrie, H., McNaughton, A., and Gamlin, T., (2011) Initial training for VET teachers: a portrait within a larger canvas, NCVER, Adelaide, SA http://www.legislation.gov.uk/uksi/2007/2264/pdfs/ukslem_20072264_en.pdf accessed September 2012 Lifelong Learning UK, (2009) The Workforce Strategy for the Further Education Sector in England, 2007 – 2012, Lifelong Learning UK McLean, R., and Wilson, D., (eds), International Handbook of Education for the Changing World of Work, Bridging Academic and Vocational Learning, (2009) Springer, UNEVOC, Germany Misra, P.K., (2011) VET teachers in Europe: policies, practices and challenges in Journal of Vocational Education & Training, Volume 63, Issue 1 Palmieri, P., (2004) Approaches to the idea of the ‘good teacher’ in vocational education and training. AARE International Education Research Conference, Doing the Public Good, Melbourne Robertson, I., (2008) VET Teachers’ Knowledge and Expertise, International Journal of Training Research, Vol. 6, No. 1, pp1 - 22 Simons, M., Harris, R., and Smith, E., (2006) The Certificate IV in Assessment and Workplace Training: Understanding learners and learning, NCVER, Adelaide, SA Skills Commission, Teacher Training in Vocational Education, http://www.policyconnect.org.uk/fckimages/skills_report.PDF Smith, E., (2005) A rich tapestry: changing views of teaching and teaching qualifications in the vocational education and training sector, Asia- Pacific Journal of teacher Education, Vol. 33, No. 3., pp 339 - 351 UNESCO, (2001) Revised Recommendation Concerning Technical and Vocational Education and Training, UNESCO, Paris Wheelahan, L., and Moodie, G., The quality of teaching in VET: final report and recommendations, Australian Government Department of education, Employment and Workplace Relations, Canberra Wolf, A., (2011) Review of Vocational Education – The Wolf Report, Department of
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