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ERIC Number: ED528297
Record Type: Non-Journal
Publication Date: 2011
Pages: 63
Abstractor: ERIC
Reference Count: 19
ISBN: ISBN-978-1-9219-5513-6
ISSN: N/A
Initial Training for VET Teachers: A Portrait within a Larger Canvas
Guthrie, Hugh; McNaughton, Alicen; Gamlin, Tracy
National Centre for Vocational Education Research (NCVER)
This study focuses on a critical aspect of the vocational education and training (VET) workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Findings include: (1) Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining; (2) The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills; (3) Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills; and (4) There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective non-formal learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing their importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself. Appended are: (1) 2008 Certificate IV in Training and Assessment: number of RTOs and course enrolments by type and state; (2) Key initial teacher training course enrolments and completions, 2006, 2007 & 2008; (3) Diploma of Training and Assessment: number of RTOs and course enrolments by type and state, 2008; (4) Commencing client profile all key initial teacher training courses, 2006-08; (5) Commencing client profile in selected courses, 2008; (6) Certificate IV Graduates Student Outcomes Survey data; (7) Diploma graduates Student Outcome Survey data; (8) "Key" higher education students and completions by state and provider, 2006, 2007 & 2008; and (9) "Key" higher education courses learner profile, 2008. (Contains 14 tables, 3 figures and 2 footnotes.)
National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver@ncver.edu.au; Web site: http://www.ncver.edu.au
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Centre for Vocational Education Research
Identifiers - Location: Australia