Competency-Based Training: A Staff Development Perspective.

Autor/inn/en	Lowrie, Tom; Hill, Doug; Smith, Erica
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Competency-Based Training: A Staff Development Perspective.
Quelle	(1999), (170 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87397-562-6
Schlagwörter	Case Studies; Classroom Techniques; Competency Based Education; Educational Practices; Focus Groups; Foreign Countries; High Schools; Models; National Surveys; Postsecondary Education; Staff Development; Teacher Responsibility; Teacher Role; Training Methods; Vocational Education; Vocational Education Teachers; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungspraxis; Ausland; High school; Oberschule; Analogiemodell; Post-secondary education; Tertiäre Bildung; Personnel development; Personalentwicklung; Lehrverpflichtung; Lehrerrolle; Didaktik; Trainingsmaßnahme; Ausbildung; Berufsbildung; Ausbilder; Australien
Abstract	The impact of competency-based training (CBT)on the role and responsibilities of instructors across Australia's vocational education and training (VET) sector was examined. The study focused on the following: quality and nature of CBT instruction throughout Australia; ways VET instructors have adapted their practice to accommodate CBT; and staff development issues present in CBT. The main data collection activities were as follows: nationwide survey of a sample of 726 VET instructors (response rate, 23%); detailed investigation of 6 VET providers using CBT; and 2 focus groups with staff development personnel and new instructors. CBT appeared to be well understood by instructors across the VET sector, and in most cases, acceptance of CBT was moderately high. Practitioners were more satisfied with their level of understanding of CBT than with aspects of their practice in CBT such as assessment on demand and prior learning. Staff development needs relating to CBT were not consistent across provider type or industry area. Staff development that met instructors' immediate needs and concerns was considered valuable in the early stages of implementation of CBT. (The report contains 101 references and 46 tables/figures. Appended are the six case studies and questionnaire used in the nationwide survey.) (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia. E-mail: ncver@ncver.edu.au; Web site: .
Erfasst von	ERIC (Education Resources Information Center), Washington, DC