Do the Qualifications of Vocational Teachers Make a Difference to Their Teaching?

Autor/inn/en	Smith, Erica; Tuck, Jacqueline
Titel	Do the Qualifications of Vocational Teachers Make a Difference to Their Teaching?
Quelle	In: Research in Post-Compulsory Education, 28 (2023) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Erica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2023.2166690
Schlagwörter	Foreign Countries; Vocational Education Teachers; Teacher Qualifications; Employment Qualifications; Teacher Effectiveness; Educational Practices; Educational Trends; Faculty Development; Pedagogical Content Knowledge; Australia + Suchen Sie Ihr Suchwort? Ausland; Ausbilder; Lehrqualifikation; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Bildungsentwicklung; Pädagogische Kompetenz; Australien
Abstract	A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers -- public and private -- formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01