VET teachers: Qualifications and quality
Would more highly-qualified teachers and trainers help to address quality problems in the Australian vocational education and training system?
- Erica Smith (Federation University Australia)
- Keiko Yasukawa (University of Technology Sydney)
- Roger Harris (University of South Australia)
- Jacqueline Tuck (Federation University Australia)
Industry partner organisations
This is an ARC-funded Linkage project, with the following partner organisations:
- TAFE Queensland
- Australian Council for Private Education and Training (ACPET)
- National Centre for Vocational Education Research (NCVER)
- VET Development Centre
- Federation Training
This research is funded through the Australian Research Council (ARC) Linkage program.
This project examines whether and how higher-level qualifications for vocational education and training (VET) teachers would improve quality in the VET system. Government documents and public commentary indicate that the VET sector suffers from some fairly serious quality problems. This is significant because VET provides training that underpins all Australian industries. Most VET teachers are qualified only to a Certificate IV level. A more highly qualified VET teaching workforce is likely to lead to improvements in quality; however there is currently no firm evidence to establish this link, as the 2011 Productivity Commission report on the VET workforce pointed out. This project set out to provide much-needed evidence to guide policy.
The research questions being addressed by this project are:
1. What differences do VET teachers' levels of qualification (both pedagogical and discipline-based) make to their teaching concepts, approaches and practice?
2. What differences do VET teachers' levels of qualification make to their ability to navigate complex training contexts, to teach across the large range of qualification levels and diversity of learners typical of VET, and to contribute to improved student outcomes?
3. How do levels of qualification affect VET teachers' engagement in further professional development activities (pedagogical development and industry engagement), and how can PD be tailored for different groups?
4. In what ways do more highly-qualified VET teachers contribute to improved quality in VET? What actual and potential barriers and facilitators are associated with this contribution, including resourcing issues and policy changes?
The project includes qualitative and quantitative research, and research is being carried out in public and private Registered Training Organisations.
Stage 1: The effects of VET teacher qualification levels on teaching, learning and RTO functioning (Research questions 1 and 2)
* Phase (i): This phase involved interviews with stakeholders and focus groups of teachers/trainers and students to establish current views about what makes a good VET teacher.
* Phase (ii): This phase involved a major national survey of VET teachers and trainers in a sample of TAFE institutes and of private and enterprise RTOs. The survey examined VET teachers' approaches to teaching to see how they varied among teachers with different qualification levels. The survey also asked questions about professional development. The survey questions can be viewed here (docx, 244kb).
* Phase (iii): Detailed case studies were completed in eight RTOs (public and private) to gather more data about whether and how VET teachers' qualifications affect the quality of their teaching and their capability for undertaking more senior and management positions. Interviews and focus groups were held at several levels of the organisations and in different industry/discipline areas.
Stage 2: Links between VET teacher qualifications and professional development (Research question 3)
* This stage involved further visits to public and private RTOs, focusing on professional development and its relationship with teacher qualifications.
* The survey data collected in Stage 1 phase (ii) will be analysed regarding professional development engagement by qualification level.
* A national survey will be undertaken, of participants in professional development offered by the three major providers of VET professional development, to see whether and how VET teachers' participation in professional development is affected by their level of qualification, and what the implications are for more effective professional development.
Stage 3: Implications and implementation (Research question 4)
* This phase will examine policy and implementation issues, drawn out through a 'Delphi' process with 30 national experts in VET policy and 30 RTO CEOs. Each expert will be surveyed three times. This phase will uncover the national policy and national VET teacher workforce development implications of the findings, and also the institutional-level implications.
An international Delphi process will also be conducted. This has been added due to international interest in the project.
Stage 1 has been completed and Stage 2 is under way; Stage 3 will be undertaken in early 2017.
For more detailed information about progress, please click on the links below.
For further information about the research, please contact Professor Erica Smith on (03) 5327 9665 or email@example.com