Maintaining industry and pedagogical currency in VET: practitioners' voices. (2nd January 2019)

• Record Type: Journal Article
• Authors: Tyler, Mark; Dymock, Darryl
• Is Part Of: International journal of training research. Volume 17:Number 1(2019)
• Page Start: 4
• Page End: 20
• Publication Date: 2019-01-02
• Subjects: Vocational education and training -- continuing professional development -- VET practitioners -- industry expertise -- pedagogical expertise -- TAFE; Technical education -- Periodicals; Technical education -- Australia -- Periodicals; Vocational education -- Periodicals; Vocational education -- Australia -- Periodicals; Occupational training -- Periodicals; Occupational training -- Australia -- Periodicals; Occupational training; Technical education; Vocational education; Australia; Periodicals; 374.99405
• DOI: 10.1080/14480220.2019.1602218
• Languages: English
• ISSNs: 1448-0220

Abstract

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.