Maintaining Industry and Pedagogical Currency in VET: Practitioners' Voices

Autor/inn/en	Tyler, Mark; Dymock, Darryl
Titel	Maintaining Industry and Pedagogical Currency in VET: Practitioners' Voices
Quelle	In: International Journal of Training Research, 17 (2019) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tyler, Mark) ORCID (Dymock, Darryl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2019.1602218
Schlagwörter	Vocational Education; Vocational Education Teachers; Teacher Attitudes; Professional Continuing Education; Expertise; Industry; Teaching Skills; Foreign Countries; Faculty Development; Inservice Teacher Education; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Expert appraisal; Industrie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Lehrerfortbildung; Australien
Abstract	An effective vocational education and training (VET) workforce that manages the learning of adults for the vocational demands of the twenty-first century requires teachers and trainers with current industry and pedagogical expertise. Research has found that approaches to maintaining industry currency and extending pedagogical expertise for VET practitioners are "ad hoc" and vary in effectiveness. This research focused on one large VET institutional site at which 26 VET teachers were interviewed on their perceptions of continuing professional development (CPD) and the processes and practices that were deployed to maintain their industry and pedagogical expertise. The results indicated varying perceptions on the ways in which industry currency and pedagogical expertise were maintained and developed. The results illuminate CPD practice in a government VET provider, and underscore the expressed need for a consistent, grounded and nuanced approach to CPD for VET practitioners to shore up their important role in maintaining adult, lifelong and transformative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01