Working with a Competency-Based Training Package: A Contextual Investigation from the Perspective of a Group of TAFE Teachers

Autor/in	Southren, Michael
Titel	Working with a Competency-Based Training Package: A Contextual Investigation from the Perspective of a Group of TAFE Teachers
Quelle	In: International Journal of Training Research, 13 (2015) 3, S.194-213 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2015.1077722
Schlagwörter	Foreign Countries; Competency Based Education; Vocational Education; Vocational Education Teachers; Curriculum Development; Teacher Attitudes; Professional Identity; Apprenticeships; Qualitative Research; Interviews; Teacher Responsibility; Problem Solving; Skill Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Ausbilder; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Apprenticeship; Lehre; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrverpflichtung; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Australien
Abstract	Reforms in the Australian vocational education and training (VET) landscape have generated significant interest in the changes to the delivery and nature of formal (off-the-job) training provided by Registered Training Organisations. Existing research has provided valuable insights into the evolving role of teachers, and speculated upon the changing identity and concerns of these educators through broad-based and over-arching analysis. It was considered valuable to complement this literature with a contextual investigation that acknowledges the uniqueness of a specific VET programme. Consequently, this study aimed to reveal the cultural identity of a group of TAFE teachers as they responded to a revised curriculum. The research argues that for trade teachers working in traditional apprentice programmes, the consequences of an externally restructured landscape are moderated by their strong antecedent experiences (having worked as a tradesperson in industry), and a perceived professional commitment (as gate keepers) to maintain their trade. Despite the reticence to change their pedagogy, the teachers capitalized upon the inherent flexibility in the Training Package framework to tailor and create opportunities for apprentices to apply and contextualize their knowledge and skills to realistic workplace tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01