NEW CONCEPTS AND CHALLENGES FOR TEACHER EDUCATION FOR TVET – WORK INTEGRATED LEARNING THROUGH THE CAREER CHANGE PROGRAM
ABSTRACT: This paper examines
the effectiveness and outcomes of an innovative teacher education for
‘beginning’ teachers with full careers in other professions and industries.
Data were gathered over 3 years to study the experience of these teachers who
undertake their initial teacher education and enter the profession
simultaneously. This work is a benchmark
practice of Victoria University (VU) commitment to enhancing educational
access, participation and success for young people in the region. VU has formed
a partnership with secondary schools delivering VET and the Department of
Education and Early Childhood Development to address teacher shortages in
secondary schools. The Career Change
Program (CCP) has been developed to address this shortage by attracting
qualified professionals with industry experience to teach in
teacher-short-supplied subject areas. Praxis Inquiry (PI) model of teacher
education is developed and applied by focusing on teacher learning in school
settings. The program aims to set in place practices and procedures in
partnership with key stakeholders that provide a framework for sustainable
recruitment, selection and education of Career Change Teachers in Vocational
Education. This framework will develop
an international best practice of teacher education constructed as a
partnership between schools, communities and university.
Author: Rod Moore, Jayne
Pitard, Rosie Greenfield
Journal Code: jppendidikangg120024
