VET teacher education in Australian universities: who are the students and what are their views about their courses?

Smith, E; Hodge, S; Yasukawa, K

VET teacher education in Australian universities: who are the students and what are their views about their courses?

Smith, E Hodge, S Yasukawa, K

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Publication Type:: Journal Article
Citation:: Research in Post-Compulsory Education, 2015, 20 (4), pp. 419 - 433
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Smith, E	en_US
dc.contributor.author	Hodge, S	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Research in Post-Compulsory Education, 2015, 20 (4), pp. 419 - 433	en_US
dc.identifier.issn	1359-6748	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37521
dc.description.abstract	© 2015 Association for Research in Post-Compulsory Education (ARPCE). In Australia, the question of the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower-level qualifications than teachers in other education sectors, although this was not always the case. The paper reports on research which investigated the experiences of VET teacher-education students studying for university qualifications. The research was undertaken in response to requests from policy stakeholders for evidence about the efficacy of higher-level qualifications. The research indicated student satisfaction with their courses and an alignment between what they saw as the benefits with the identified challenges of VET teaching. They also suggested areas for improvement. The findings are analysed with relation to the findings of a Productivity Commission inquiry into the VET workforce, which identified a number of capability gaps.	en_US
dc.relation.ispartof	Research in Post-Compulsory Education	en_US
dc.relation.isbasedon	10.1080/13596748.2015.1081752	en_US
dc.title	VET teacher education in Australian universities: who are the students and what are their views about their courses?	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	20	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	20	en_US

Abstract:

© 2015 Association for Research in Post-Compulsory Education (ARPCE). In Australia, the question of the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower-level qualifications than teachers in other education sectors, although this was not always the case. The paper reports on research which investigated the experiences of VET teacher-education students studying for university qualifications. The research was undertaken in response to requests from policy stakeholders for evidence about the efficacy of higher-level qualifications. The research indicated student satisfaction with their courses and an alignment between what they saw as the benefits with the identified challenges of VET teaching. They also suggested areas for improvement. The findings are analysed with relation to the findings of a Productivity Commission inquiry into the VET workforce, which identified a number of capability gaps.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/37521