What Makes a Good VET Teacher? Views of Australian VET Teachers and Students

Autor/inn/en	Smith, Erica; Yasukawa, Keiko
Titel	What Makes a Good VET Teacher? Views of Australian VET Teachers and Students
Quelle	In: International Journal of Training Research, 15 (2017) 1, S.23-40 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2017.1355301
Schlagwörter	Foreign Countries; Teacher Qualifications; Teacher Characteristics; Vocational Education Teachers; Recognition (Achievement); Educational Practices; Focus Groups; Teacher Attitudes; Student Attitudes; Professionalism; Expertise; Professional Identity; Teacher Student Relationship; Teaching Skills; Pedagogical Content Knowledge; College Faculty; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrqualifikation; Ausbilder; Soziale Anerkennung; Bildungspraxis; Lehrerverhalten; Schülerverhalten; Professionalität; Expert appraisal; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Fakultät; Interviewing; Interviewtechnik; Australien
Abstract	The quality of teaching in the vocational education and training (VET) sector in Australia has been an area of concern for much of the twenty-first century (e.g. Department of Education and Training, 2016). While much debate has taken place about ways forward, there has been little substantive progress in reforming the education and professional development of VET teachers to address quality concerns. However, in the absence of a clear consensus and articulation of what constitutes "good VET teaching" and what is required to produce it, it is doubtful that any endeavour to improve the quality of VET teaching would be successful. This paper contributes to the evidence base that could inform improvements in VET teaching by examining the views of two key interest groups--VET teachers and learners, on 'what makes a good VET teacher', and analyses the common themes as well as particularities in their views and their possible explanations. The findings are then examined as dimensions of interconnected practices that constitute VET teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01