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.
Promoting quality learning and teaching pedagogy : evaluating a targeted localised academic induction program (AIP) for the impact on continuing professional development
- Weuffen, Sara, Andrews, Tulsa, Roberts, Kate
- Authors: Weuffen, Sara , Andrews, Tulsa , Roberts, Kate
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 245-267
- Full Text:
- Reviewed:
- Description: Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement. © 2020, Adult Learning Australia. All rights reserved.
- Authors: Weuffen, Sara , Andrews, Tulsa , Roberts, Kate
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 245-267
- Full Text:
- Reviewed:
- Description: Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement. © 2020, Adult Learning Australia. All rights reserved.
Continuing professional development for accredited mental health social workers : an evaluative study
- Martin, Jennifer, Paul, Lauren, Robertson, Melissa
- Authors: Martin, Jennifer , Paul, Lauren , Robertson, Melissa
- Date: 2018
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 20, no. 2 (2018), p. 129-143
- Full Text:
- Reviewed:
- Description: This article considers how the Australian Association of Social Workers (AASW) has responded to the recommendations made by accredited mental health social workers in the first national study on continuing professional development needs in 2010. The aim of the study was to ascertain the responsiveness of the AASW to the recommendations made so that members knew if their concerns had been listened to. A five-year timeframe was considered timely for such a review. An evaluative approach was used in August 2015 sourcing data from both public and private domains from 2010 to 2015 to identify, and not appraise or critique, how the AASW had responded to the recommendations in the 2010 review. This is in acknowledgment that there may be other reasons influencing changes made and that these may not be a direct response to the 2010 survey recommendations. The study found that all recommendations made in the 2010 review were responded to by the AASW. [Author abstract]
- Authors: Martin, Jennifer , Paul, Lauren , Robertson, Melissa
- Date: 2018
- Type: Text , Journal article
- Relation: Advances in social work and welfare education Vol. 20, no. 2 (2018), p. 129-143
- Full Text:
- Reviewed:
- Description: This article considers how the Australian Association of Social Workers (AASW) has responded to the recommendations made by accredited mental health social workers in the first national study on continuing professional development needs in 2010. The aim of the study was to ascertain the responsiveness of the AASW to the recommendations made so that members knew if their concerns had been listened to. A five-year timeframe was considered timely for such a review. An evaluative approach was used in August 2015 sourcing data from both public and private domains from 2010 to 2015 to identify, and not appraise or critique, how the AASW had responded to the recommendations in the 2010 review. This is in acknowledgment that there may be other reasons influencing changes made and that these may not be a direct response to the 2010 survey recommendations. The study found that all recommendations made in the 2010 review were responded to by the AASW. [Author abstract]
The PNG midwifery leadership buddy program : an evaluation
- Hall, Helen, Mahmood, Mohammad, Sitaing, Mary, Aines, Paula, Cant, Robyn, Crawford, Kimberley
- Authors: Hall, Helen , Mahmood, Mohammad , Sitaing, Mary , Aines, Paula , Cant, Robyn , Crawford, Kimberley
- Date: 2023
- Type: Text , Journal article
- Relation: Women and Birth Vol. 36, no. 5 (2023), p. e536-e543
- Full Text:
- Reviewed:
- Description: Problem: Papua New Guinea (PNG) has a high rate of preventable maternal and neonatal deaths. Background: Developing midwifery leadership is vital to addressing the current deficits in health outcomes for women and their babies. The PNG Midwifery Leadership Buddy Program responds to this need through leadership training and partnering of midwives across PNG and Australia. Participants in the program undertake a workshop in Port Moresby and commit to a 12-month peer support relationship with a midwife ‘buddy’. Aim: To evaluate participants’ experiences of the Buddy Program and the impact of the program on leadership skills. Methods: All 23 midwives who had completed the program were invited to participate in the evaluation. The study used a concurrent mixed methods approach. Qualitative data were collected via interviews and then thematically analysed. Quantitative data were collected via a survey and analysed with descriptive statistics, then findings were triangulated. Findings: Participants reported increased confidence for leadership, action and advocacy. Numerous quality improvement projects were implemented in health services in PNG. Challenges to the success of the program included technological limitations, cultural differences and the COVID-19 pandemic. Discussion: Participants reported the PNG Midwifery Leadership Buddy Program was successful in increasing their leadership skills and collaborative opportunities, as well as strengthening midwifery more broadly. While there were barriers, most participants valued the experience and believed it benefited them professionally and personally Conclusion: The Buddy Program provides a practical model for building midwifery leadership capacity that may be transferrable to other contexts. © 2023 The Authors
- Authors: Hall, Helen , Mahmood, Mohammad , Sitaing, Mary , Aines, Paula , Cant, Robyn , Crawford, Kimberley
- Date: 2023
- Type: Text , Journal article
- Relation: Women and Birth Vol. 36, no. 5 (2023), p. e536-e543
- Full Text:
- Reviewed:
- Description: Problem: Papua New Guinea (PNG) has a high rate of preventable maternal and neonatal deaths. Background: Developing midwifery leadership is vital to addressing the current deficits in health outcomes for women and their babies. The PNG Midwifery Leadership Buddy Program responds to this need through leadership training and partnering of midwives across PNG and Australia. Participants in the program undertake a workshop in Port Moresby and commit to a 12-month peer support relationship with a midwife ‘buddy’. Aim: To evaluate participants’ experiences of the Buddy Program and the impact of the program on leadership skills. Methods: All 23 midwives who had completed the program were invited to participate in the evaluation. The study used a concurrent mixed methods approach. Qualitative data were collected via interviews and then thematically analysed. Quantitative data were collected via a survey and analysed with descriptive statistics, then findings were triangulated. Findings: Participants reported increased confidence for leadership, action and advocacy. Numerous quality improvement projects were implemented in health services in PNG. Challenges to the success of the program included technological limitations, cultural differences and the COVID-19 pandemic. Discussion: Participants reported the PNG Midwifery Leadership Buddy Program was successful in increasing their leadership skills and collaborative opportunities, as well as strengthening midwifery more broadly. While there were barriers, most participants valued the experience and believed it benefited them professionally and personally Conclusion: The Buddy Program provides a practical model for building midwifery leadership capacity that may be transferrable to other contexts. © 2023 The Authors
Changes in lesson plans as teachers participate in a professional development on statistical literacy
- Tran, Dung, Nguyen, An Thi, Nguyen, Duyen, Ta, Phuong, Pham, Nga, Huynh, Binh
- Authors: Tran, Dung , Nguyen, An Thi , Nguyen, Duyen , Ta, Phuong , Pham, Nga , Huynh, Binh
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Learning, Teaching and Educational Research Vol. 22, no. 5 (2023), p. 281-301
- Full Text:
- Reviewed:
- Description: Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included. © 2023 Authors.
- Authors: Tran, Dung , Nguyen, An Thi , Nguyen, Duyen , Ta, Phuong , Pham, Nga , Huynh, Binh
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Learning, Teaching and Educational Research Vol. 22, no. 5 (2023), p. 281-301
- Full Text:
- Reviewed:
- Description: Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included. © 2023 Authors.
- «
- ‹
- 1
- ›
- »