ERIC Number: EJ978064
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-6820
EISSN: N/A
Integration and Fragmentation of Post Compulsory Teacher Education
Moodie, Gavin; Wheelahan, Leesa
Journal of Vocational Education and Training, v64 n3 p317-331 2012
The boundaries between vocational and academic post compulsory education have been blurred by students combining vocational and academic studies and by students transferring increasingly between the two types of education. Institutions are also blurring the boundaries between the sectors by increasingly offering programs from two and sometimes three sectors. In contrast, teachers seem more entrenched than ever in their own sector. This article reports a project on the preparation of Australian teachers of vocational education. It examines the prospect of integrating the preparation of teachers in post compulsory education to teach in schools, vocational education institutions and higher education institutions. It argues that greater differentiation between different types of vocational teachers and vocational teacher preparation can support the development of a continuum along which it would be possible to establish points of commonality with the preparation of school and higher education teachers.
Descriptors: Foreign Countries, Vocational Education, Vocational Education Teachers, Postsecondary Education, Higher Education, College Faculty, Teacher Role, Secondary School Teachers, Educational Change, Program Descriptions, Educational Policy, Teacher Education Programs, Teacher Education Curriculum, Teacher Qualifications, Comparative Education, International Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; New Zealand; United Kingdom; United States
Grant or Contract Numbers: N/A