Vocational Education Teachers: Perspectives on the Standing of Their Educational Sector and How It Might Be Improved

Autor/inn/en	Billett, Stephen; Choy, Sarojni; Le, Anh Hai; Hodge, Steven
Titel	Vocational Education Teachers: Perspectives on the Standing of Their Educational Sector and How It Might Be Improved
Quelle	In: International Journal of Training Research, 21 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billett, Stephen) ORCID (Choy, Sarojni) ORCID (Hodge, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2022.2081240
Schlagwörter	Vocational Education Teachers; Teacher Attitudes; Career Development; Career Choice; Career Counseling; Career Pathways; Decision Making; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ausbilder; Lehrerverhalten; Berufsentwicklung; Decision-making; Entscheidungsfindung; Ausland; Australien
Abstract	Young people's decision-making about postschool pathways are influenced and shaped by parents, teachers, and other familiars. Yet, these familiars are often uninformed about vocational education as it has not been part of their personal experience. Instead, they may reflect and further embed the relatively low standing of that option. The lack of access to informed advice potentially leads to privileging university entrance, and post-school pathways not aligned with young people's capacities and interests. This raises questions about whether advice, from those familiar with this educational sector and occupations it serves (e.g. vocational educators), would offer different and more helpful advice than familiars. Reported here are perspectives of and advice provided by over 300 vocational educators about educational/training course that may suit young people's needs, preferences, and ways of engaging and informing them about post-school pathways, and how to enhance vocational education's standing as a potentially viable post-school pathway. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01