VET teachers' and trainers' participation in professional development : a national overview
- Tuck, Jacqueline, Smith, Erica
- Authors: Tuck, Jacqueline , Smith, Erica
- Date: 2017
- Type: Text , Conference paper
- Relation: AVETRA 20th Annual Conference, 18-20 April 2017
- Full Text:
- Reviewed:
- Description: 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 ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers’ qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities. The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce.
- Authors: Tuck, Jacqueline , Smith, Erica
- Date: 2017
- Type: Text , Conference paper
- Relation: AVETRA 20th Annual Conference, 18-20 April 2017
- Full Text:
- Reviewed:
- Description: 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 ARC-funded national research project on VET teachers and their qualifications. Part of the first survey, which focused mainly on VET teachers’ qualifications and teaching approaches, examined the PD activities undertaken by the respondents. It explored the nature and frequency of the activities, the motivations for participation and the support provided for PD. The second survey was sent to VET teachers/trainers who had participated in PD activities offered by three major PD providers for VET. It focused on the external PD activities undertaken by respondents and explored the frequency, content and nature of activities. The paper provides evidence on the current state of professional development, both formal and informal, for teachers/trainers across the VET sector and compares differences among teachers working for different types of provider. Detailed data are presented on participation in a range of industry and VET PD activities (both within and external to the RTO), the motivations for participation, and who pays for PD. The findings show the type of PD activities that were valued, and what participants would like to see in the future. The findings are expected to inform policy discussions about VET teacher development and will be useful for managers in TAFE Institutes and RTOs; and for those external organisations delivering PD to the VET workforce.
Level of agreement between field-based data collectors in a large scale injury prevention randomised controlled trial
- Twomey, Dara, Finch, Caroline, Doyle, Tim, Elliott, Bruce, Lloyd, David
- Authors: Twomey, Dara , Finch, Caroline , Doyle, Tim , Elliott, Bruce , Lloyd, David
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 14, no. 2 (2011), p. 121-125
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: In sports injury prevention field trials, data collectors are often club volunteers with considerable knowledge of the game but with limited detailed medical backgrounds or knowledge of formal scientific processes. The aim of this paper is to determine the agreement among trained primary data collectors (PDCs) with a sport science background and no prior involvement in data collection in a large randomised controlled trial. During the 'Preventing Australian Football Injury through eXercise' (PAFIX) project, player participation and injury data were collected by trained PDCs at training and games over the 2007 and 2008 playing seasons in 40 community level Australian football teams. PDC-collected data relating to player exposure and whether or not a player sustained an injury and subsequently left the field of play was compared to the same information from independent observers (IOs) who attended one randomly selected game for each of the 40 teams. There was 98% agreement between the PDC and the IO on game details (i.e., date, time, grade and score), 79% (ICC 0.9, 95% CI 0.85-0.95) agreement on the number of players per game and 76% (ICC 0.8, 95% CI 0.69-0.91) agreement on the number of injuries sustained in the games. There was 100% agreement on whether the player left the field for all injuries. This study found that exercise and sport science students are reliable data collectors in sports injury fieldwork studies. (C) 2010 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
- Authors: Twomey, Dara , Finch, Caroline , Doyle, Tim , Elliott, Bruce , Lloyd, David
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Science and Medicine in Sport Vol. 14, no. 2 (2011), p. 121-125
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: In sports injury prevention field trials, data collectors are often club volunteers with considerable knowledge of the game but with limited detailed medical backgrounds or knowledge of formal scientific processes. The aim of this paper is to determine the agreement among trained primary data collectors (PDCs) with a sport science background and no prior involvement in data collection in a large randomised controlled trial. During the 'Preventing Australian Football Injury through eXercise' (PAFIX) project, player participation and injury data were collected by trained PDCs at training and games over the 2007 and 2008 playing seasons in 40 community level Australian football teams. PDC-collected data relating to player exposure and whether or not a player sustained an injury and subsequently left the field of play was compared to the same information from independent observers (IOs) who attended one randomly selected game for each of the 40 teams. There was 98% agreement between the PDC and the IO on game details (i.e., date, time, grade and score), 79% (ICC 0.9, 95% CI 0.85-0.95) agreement on the number of players per game and 76% (ICC 0.8, 95% CI 0.69-0.91) agreement on the number of injuries sustained in the games. There was 100% agreement on whether the player left the field for all injuries. This study found that exercise and sport science students are reliable data collectors in sports injury fieldwork studies. (C) 2010 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.
The understandings about learners and learning that are imparted in Certificate IV courses for VET teachers and trainers
- Simons, Michele, Smith, Erica
- Authors: Simons, Michele , Smith, Erica
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 6, no. 1 (2008), p. 23-43
- Full Text:
- Reviewed:
- Description: Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
- Description: C1
- Authors: Simons, Michele , Smith, Erica
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 6, no. 1 (2008), p. 23-43
- Full Text:
- Reviewed:
- Description: Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
- Description: C1
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