Chapter
1.5.1.1. The First Research Question
1.5.1.2. The Second Research Question
1.5.1.3. The Third Research Question
1.6. STRUCTURE OF THE BOOK
2.2. AN OVERVIEW OF THE HISTORY OF VET IN AUSTRALIA
2.3. VET: AN INTERNATIONAL PERSPECTIVE
2.4. AUSTRALIAN VET: POLICIES AND PRACTICE
2.5. TAFE: POLICIES AND PRACTICES
Chapter 3 LITERATURE REVIEW
3.2. TEACHERS AND VET PRACTITIONERS
3.3. THE PROFESSIONAL STATUS OF VET PRACTITIONERS
3.3.1. The Notion of Professionalism
3.3.1.1. Professional Associations
3.3.2. Dual Professional Identity
3.4. SKILLS AND KNOWLEDGE FOR VET PRACTITIONERS
3.4.1.1. Work-based Learning and Technology
3.4.2. VET Practitioner Expertise
3.4.2.1. Vocational Competency
3.4.2.2. Pedagogical Competency
3.4.3. Teaching Expertise
3.5. TEACHING QUALIFICATIONS FOR VET PRACTITIONERS
3.5.1. The English Situation
3.5.2. The United States Situation
3.5.3. The Australian Situation
Chapter 4 RESEARCH METHODOLOGY
4.2 . THEORETICAL FRAMEWORK
4.2.1.1. Symbolic Interactionism
4.2.3. Study Participants
4.2.4. An Overview of Data Collection and Analysis Methods
4.2.5. Adapting the Theoretical Framework for the Three Research Questions
4.2.5.1. The First Research Question
4.2.5.1.1. Data Gathering
4.2.5.2. The Second Research Question
4.2.5.2.1. Data Gathering
4.2.5.3. The Third Research Question
4.2.5.3.1. Data Gathering
4.3.3. Dependability and Confirmability
4.3.4. Recording and Storage of Data
4.3. ETHICAL CONSIDERATIONS
Chapter 5 BACKGROUND TO THE PLACE OF TAFE TEACHERS IN WESTERN AUSTRALIA
5.3. THE POST-WAR DECADES
5.3.1. Technical Education
5.3.2. “In-Service” Technical Teacher Preparation
5.3.2.2. Pedagogical Skills
5.4.1. TAFE Teacher-preparation Program
5.4.2. Reforms in the VET Environment
5.4.2.1. Structural Reorganization
5.4.3. Competency-Based Training
5.4.3.1. Category 1 and 2 Workplace Trainer Competency Standards
5.5.1. National Consistency
5.5.1.2. Structural Reorganization
5.5.2. Training Package for Assessment and Workplace Training (BSZ98)
5.6.1. Australian Quality Training Framework (AQTF)
5.6.2. Training Package for Training and Assessment (TAA04)
5.6.3. Contemporary TAFE: Training WA
Chapter 6 THE FUNCTIONS OF TAFE TEACHERS IN WESTERN AUSTRALIA
6.2. ORGANIZATIONAL STRUCTURE
6.2.1. Workforce Development
6.3. PRESCRIBED FUNCTIONS
6.4 . THREE-DIMENSIONAL ANALYSIS
6.4.3. Teaching Qualifications
6.5. ANALYSIS OF THE PRESCRIBED FUNCTIONS PERFORMED BY TAFE TEACHERS
6.5.1. Perceived Appropriate Functions
6.5.1.1. The Performance of Perceived Appropriate Functions with Diligence
6.5.1.2. The Performance of Perceived Appropriate Functions with Indifference
6.5.1.3. The Performance of Perceived Appropriate Functions with Resistance
(i) Technology and E-learning
(ii) Recognition of Prior Learning (RPL)
6.5.2. Perceived Inappropriate Functions
6.5.2.1. The Performance of Perceived Inappropriate Functions with Diligence
(i) Student Information and Enrollment
6.5.2.2. The Performance of Perceived Inappropriate Functions with Indifference
(i) Meetings and Professional Development
6.5.2.3. The Performance of Perceived Inappropriate Functions with Resistance
(i) Paperwork - AQTF Compliant
Chapter 7 THE CONCERNS OF TAFE TEACHERS IN WESTERN AUSTRALIA
7.2. ISSUES RELATING TO INTERNAL ADMINISTRATION SYSTEMS
7.2.2.1. Flexible-Learning
7.2.2.3. Online-Enrollments
7.2.3.2. Training and Assessment Materials
7.2.4. Recognition of Prior Learning (RPL)
7.3. ISSUES RELATING TO FINANCIAL CONSTRAINTS
7.3.1.1. Student Curriculum Hours (SCH)
7.3.2. Resources, Equipment and Facilities
7.3.2.1. Teaching and Learning Resources
7.3.2.2. Equipment and Facilities
7.4. ISSUES RELATING TO PEDAGOGICAL SKILLS
7.4.1. Instructional Skills
7.5. ISSUES RELATING TO COLLEGE MANAGEMENT
7.5.1.1. General Concerns
7.5.1.3. Physical Presence
7.5.2. Contracts of Employment
Chapter 8 SUMMARY, DISCUSSION AND CONCLUSION
8.3. PROPOSITIONS ARISING FROM THE RESEARCH
8.3.1. The First Research Aim
8.3.2. The Second Research Aim
8.3.2.3. Proposition Three
8.3.3. The Third Research Aim
8.3.3.3. Proposition Three
8.3.3.4. Proposition Four
8.4. IMPLICATIONS ARISING OUT OF THE PROPOSITIONS
8.4.1. Implications for Policy Development
8.4.2. Implications for Practice
8.4.2.1. Implications for VET Organizational Structure and Management
8.4.2.2. Implications for Teacher Preparation and Professional Development
8.4.2.3. Implications for Teacher Identity
8.4.3. Implications for Further Research
Teachers and Teaching in Vocational Education and Training Institutions: Reflections from Western Australia
( Education in a Competitive and Globalizing World )
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