The report examines the extensive literature on teacher quality and development and a range of capability frameworks and standards for teachers in Australia and overseas to identify the key features of quality teaching in VET and summarises the views of VET stakeholder groups on the desirability of their use in the sector. [...] To develop effective strategies to address them we need to better understand: ▪ the current quality of VET teaching ▪ the agreed attributes of teaching quality ▪ the effectiveness of approaches by RTOs and Australian governments to improve the quality of VET teaching,6 and ▪ the critical enablers of quality teaching, such as: − the widespread acceptance and application of models for consistently a. [...] All of the frameworks deal in some way with the professional knowledge and practice of teaching and assessment (including planning, designing, preparing and delivering the activities required for student learning activities, resources and assessments) and cover professional values and commitment, irrespective of the sector in which the teaching occurs. [...] Building capability and quality in VET teaching: opportunities and challenges NCVER | 26 Supporting strategies to improve the quality of VET teaching – stakeholder views In this section we examine the views of stakeholders on the application of capability frameworks and standards and a range of supporting strategies; recruitment and selection, registration and accreditation for VET teachers, the a. [...] Summarising the factors that inhibit and enable teaching quality The main factors inhibiting the quality of teaching in VET include: the status of VET and its flow-on implications for the status of VET teachers, the funding available to support teacher development (including to back-fill teachers undertaking PD), participation by part-time and casual teachers in CPD and other learning opportunitie.
- Pages
- 48
- Published in
- Australia
