VET Teachers’ Perceptions of Their Professional Roles and Responsibilities in International Education
01 Jan 2018-pp 29-50
TL;DR: In this article, the authors present VET teachers' perceptions of their professional roles and responsibilities under the changed circumstances of the internationalized VET, and argue for VET institutes' better recognition of the contextual influences on the nature of VET teacher's professional tasks as well as for more support for teachers to meet the new demands of their work roles.
Abstract: This chapter presents VET teachers’ perceptions of their professional roles and responsibilities under the changed circumstances of the internationalized VET. The analysis of the data gained from semi-structured interviews and fieldwork show that the teachers position themselves mostly as cross-cultural facilitator and mediator. The findings reveal that the teachers’ self-positioning of their professional roles is mainly shaped by their personal experience in teaching international students onshore and offshore, and being international students in the past. The chapter argues for VET institutes’ better recognition of the contextual influences on the nature of VET teachers’ professional tasks as well as for more support for VET teachers to meet the new demands of their work roles.
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25 Sep 2018
TL;DR: A micro-activity (μ-activity) based on both the inductive image-word model and the learning based on an online game is proposed, which can be used as a first didactic approach to the subject of Digital Gates.
Abstract: The officially instituted curriculum of the Specialties of Vocational Education Training (VET) in Greece involves a wide set of various teaching models. The aim of these models is to introduce technical and technological education to the students of VET. The learning models implemented in VET as well as their respective teaching scenarios are of many types and are constantly being improved through a loosely defined curriculum development process. In our work, we propose a micro-activity (μ-activity) based on both the inductive image-word model and the learning based on an online game. As a case study, we have implemented a teaching addendum to the chapter Digital Electronics from the lesson “Principles of Electronics” that can be used as a first didactic approach to the subject of Digital Gates.
2 citations
TL;DR: Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Karabük İli sınırları içinde yer alan as discussed by the authors .
Abstract: Bu araştırmanın amacı, Öğretmenlerin mesleki öğrenmelerine ilişkin algılarının incelenmesidir. Araştırmada, betimsel bir modelde tasarlanmış korelasyonel bir çalışma gerçekleştirilmiştir. Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Karabük İli sınırları içinde yer alan, Milli Eğitim Bakanlığına bağlı ilkokul, ortaokul ve lisede görev yapan 2834 öğretmen oluşturmaktadır. Öğretmenlerin mesleki öğrenmelerine ilişkin algılarını belirlemek için Liu, Hallinger ve Feng (2016) tarafından geliştirilen; Gümüş, Apaydın ve Bellibas (2018) tarafından türkçeye uyarlanan Öğretmen Mesleki Öğrenme Ölçeği (ÖMÖÖ) kullanılmıştır. Elde edilen veriler SPSS 21.0 aktarılarak tamamlanmıştır. Verilerin analizinde frekanslar, yüzde, ortalama ve standart sapma değerleri hesaplanmış, farklılıkların analizinde T-testi, tek yönlü Anova testinden faydalanılmıştır. Araştırmada cinsiyet, yaş, eğitim durumu, okul kademesi, okulda çalışma süresi, öğretmenlikte çalışma süresi, okulun bulunduğu bölge değişkenlerine göre anlamlı bir farklılık gösterip göstermediği incelenmiştir. Araştırma sonucunda elde edilen bulgularda, öğretmenlerin mesleki öğrenmelerine ilişkin algılarının ölçeğin alt boyutlarına göre iş birliği ve uygulama boyutunda tamamen katılıyorum düzeyinde, yansıtma ve bilgi tabanına ulaşma boyutunda katılıyorum düzeyinde olduğu görülmüştür. Araştırmada mesleki öğrenme alt boyutlarının cinsiyet, yaş, eğitim durumu, okul kademesi, okulda çalışma süresi, öğretmenlikte çalışma süresi arasında istatistiksel olarak anlamlı bir şekilde farklılaşmamış; okulun bulunduğu bölge değişkenine göre ise il merkezi ve ilçe merkezindeki okullarda görev yapan öğretmenlerin iş birliği ve yansıtma boyutlarında köy okulunda görev yapan öğretmenlere göre daha yüksek düzeyde ve istatistiksel olarak anlamlı bir farklılık saptanmıştır. Uygulama ve bilgi tabanına ulaşma boyutunda ise anlamlı farklılık ortaya çıkmamıştır.
References
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TL;DR: In this article, the authors have tracked down and interviewed some of the original staff in the CBVE program and traced the vicissitudes of an idea - CBT - as it was conceived in 1982, implemented from 1983, evaluated over a three-year period and as it became transformed over the next generation.
Abstract: In 1983, a competency-based vocational education (CBVE) program began in Croydon Park College of TAFE, South Australia. This was six years before the Australian State Ministers of Vocational Education and Training decreed competency-based training (CBT) to be the national training imperative. Two reports were produced in 1985 and 1987, based on evaluations over a three-year period. 25 years on, the two authors have tracked down and interviewed some of the original staff in the program. This paper traces the vicissitudes of an idea - CBT - as it was conceived in 1982, implemented from 1983, evaluated over a three-year period and as it became transformed over the next generation. What were the features of CBVE then? How did these features alter over time? What contextual factors may account for shifts over this period? To respond to these questions, the paper uses data from 1983-85 and interview data from 2008.
14 citations
01 Jan 2017
TL;DR: In this article, the impact of international students on VET teachers' professional learning needs and practices is analyzed and the findings suggest the need to systemically and explicitly support substantive professional learning with regard to approaches to engaging and teaching international students.
Abstract: This chapter addresses the professional learning needs of teachers in the vocational education and training (VET) sector under the changed circumstances of internationalization and international student mobility. International education is Australia’s largest service export, contributing over $16 billion to the national economy annually. Australian VET teachers are facing significant professional challenges to engage with pedagogical issues in teaching international students. However, there has been a lack of research on how teachers are equipped to effectively cater for international students and respond to the demands of internationalization in VET through professional development. Drawing on empirical research and positioning theory, this chapter analyzes the impact of the presence of international students on VET teachers’ professional learning needs and practices. The findings suggest the need to systemically and explicitly support substantive professional learning with regard to approaches to engaging and teaching international students. The findings in particular show teachers’ aspiration for deep and responsive capacity building and professional learning concerning three primary areas including understandings of international students’ backgrounds and motives for undertaking Australian VET, currency with research on international students, and capacity to develop pedagogies responsive to this cohort. Professional learning centered on these areas is essential to foster conditions for the generation of a more truly student-centered and international student-responsive practices among teachers.
14 citations
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TL;DR: Key issues underpinning professional development structures are examined and a set of features integral to a comprehensive workforce development strategy are proposed.
10 citations
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TL;DR: In this article, the advantages of including Learning Advisers (LA) in the discussion of reviewing course outlines and how the perspective of both the LA and discipline-specific Lecturer (DSL) can cultivate the development of academic skills, aligning the course objectives to their prospective assignments in a way that will promote lifelong learning.
Abstract: Academic Language and Learning (ALL) advisers have seen a myriad of support mechanisms develop in recent times as a way of responding to the needs of our local and international student cohorts. Certain forms of learning support have taken precedence over others; however, there is no one method which promotes and maintains the progression of academic development at universities. In fact, what becomes evident is the belief that learning development seems to be in its infancy with ad hoc arrangements and reactive workshops “filling the gaps” existing amongst our student body. For academic support to gain significance and be of benefit to students, it needs to permeate discipline-specific courses and provide the underlying foundations upon which course assessments are based. Thus, academic development needs to be reflected in the course objectives and learning outcomes of discipline-specific classes. This article examines why it is important to incorporate academic support as a broader picture and how this holistic approach may benefit all students in discipline-specific classes. It considers the advantages of including Learning Advisers (LA) in the discussion of reviewing course outlines and how the perspective of both the LA and Discipline-Specific Lecturer (DSL) can cultivate the development of academic skills, aligning the course objectives to their prospective assignments in a way that will promote lifelong learning. It suggests that this form of collaboration should be encouraged by ALL advisers as it plays a pivotal role in the direction and advancement of academic development and the quality of education students receive.
10 citations
01 Jan 2003
TL;DR: In this article, the authors investigate the issues of learner-centred, work-centered, and attribute-focused learning, within the context of changing approaches to pedagogy in the vocational education and training (VET) sector.
Abstract: This paper investigates the issues of learner-centred, work-centred, and attribute-focused learning, within the context of changing approaches to pedagogy in the vocational education and training (VET) sector. It begins by providing an overview of traditional approaches that have influenced the construction of learning and teaching in Australian VET before examining the three concepts of learner-centred, work-centred and attribute focused learning in more detail. An example is provided of an approach that integrates all three concepts, namely project-based learning, in which the learners are encouraged to negotiate the terms of and take responsibility for a learning project.
9 citations