- Title
- Do the qualifications of vocational teachers make a difference to their teaching?
- Creator
- Smith, Erica; Tuck, Jacqueline
- Date
- 2023
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/192701
- Identifier
- vital:18053
- Identifier
-
https://doi.org/10.1080/13596748.2023.2166690
- Identifier
- ISSN:1359-6748 (ISSN)
- Abstract
- A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers–public and private–formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere. © 2023 Association for Research in Post-Compulsory Education.
- Publisher
- Routledge
- Relation
- Research in Post-Compulsory Education Vol. 28, no. 1 (2023), p. 1-25
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright © 2023 Association for Research in Post-Compulsory Education
- Subject
- 3903 Education systems; 3904 Specialist studies in education; VET teacher qualifications; VET teachers’ professional development; VET teaching
- Reviewed
- Funder
- The research project was funded by the Australian Research Council (LP1401000440), and a number of partnering organisations from the VET sector. The national associations for TAFE (the public provider), private training providers, enterprise VET providers, and adult education/community colleges (some of which deliver VET qualifications), all supported the research, either as formal partners or in other ways.
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