Struggling for purchase?: What shape does a vocational education and training agenda take within a contemporary university education faculty?

Abstract

This paper focuses on the discourse among academics with a shared interest in the relationship between vocational education and training (VET) and higher education within the University of Southern Queensland's Faculty of Education. The authors endeavour to make sense of how VET pedagogies and praxis are currently envisaged and enacted within the faculty, how they respond to present-day influences and developments in the VET sector and how they will in turn shape teaching, learning and research activity.

In the paper, the authors put their personal and professional ideologies under the microscope in a dialectic that aims to inform the development of a shared set of meanings that will serve as a platform from which to move forward in their practice. This dialectic examines the nuances of practices from the perspectives of a reflective (Schön 1983; 1987) and a reflexive (Usher 1987) practitioner. Theoretical lenses drawn upon in this reflective and reflexive dialectic include critical theory (Habermas 1972; 1973), criticality (Barnett 1997) and the humanist tradition in education (Dewey 1916; 1938).

The results of this dialectic are then used to engage pedagogies that relate to further education and training (fet) within the faculty. To guide this situated engagement, several questions are asked. The conclusions drawn confirm that the convergence of these personal and professional ideologies is helpful in shaping the contributions of fet to the existing and emerging needs of the faculty's lifelong learners.

Authors

Catherine H Arden
Faculty of Education, University of Southern Queensland, Toowoomba QLD

Patrick Alan Danaher
Faculty of Education, University of Southern Queensland, Toowoomba QLD

Mark A Tyler
Faculty of Education, University of Southern Queensland, Australia

References

Australian Education Council (1991) Young people's participation in postcompulsory education. Canberra ACT: Australian Government Printing Service.

Australian National Training Authority (2005) Who's who. Retrieved 14 June 2005 from http://www.anta.gov.au/vetWho.asp.

Australian Qualifications Framework Advisory Board (2002) Australian Qualifications Framework implementation guide 3rd edn, Carlton VIC: Author. Retrieved 17 March 2004 from http://www.aqf.edu.au/implem.htm.

Barnett R (1997) Higher education: A critical business. Buckingham UK: The Society for Research into Higher Education and Open University Press.

Billett S, Kavanagh C, Beven F, Hayes S, Angus L and Seddon T (1998) The CBT decade: Teaching for flexibility and adaptability. Adelaide SA: National Centre for Vocational Education Research.

Bowen J and Hobson PR (1987) Theories of education: Studies of significant innovation in western educational thought 2nd edn, Brisbane QLD: John Wiley & Sons.

Burrows D (2004) 'World citizenship'. Paper presented at the New Directions in International Education: Building Context, Connections and Knowledge conference, Beloit WI.

Chappell C (2003) Changing pedagogy: Issues for contemporary pedagogy - Oval research working paper 03-14. Sydney NSW: Australian Centre for Organisational, Vocational and Adult Learning, University of Technology, Sydney.

Cropley AJ (ed) (1979) Lifelong education: A stocktaking. Hamburg, Germany: United Nations Educational, Scientific and Cultural Organisation Institute for Education.

Dewey J (1916) Democracy and education. New York: Macmillan.

Dewey J (1938) Experience and education. New York: Simon and Schuster.

Dubin SS and Okun M (1973) Implications of learning theories for adult instruction. Adult Education 24(1): 3-19.

Elias J (1994) Paulo Freire: Pedagogies of liberation. Malabar FL: Krieger Publishing Company.

Faure E (1972) Learning to be: The world of education today and tomorrow (Report by the International Commission on the Development of Education), Paris: United Nations Educational, Scientific and Cultural Organisation.

Freire P (1970) Pedagogy of the oppressed. Harmondsworth UK: Penguin Books.

Freire P (1973) Education for critical consciousness. New York: Continuum.

Gouthro PA (2002) Education for sale: At what cost? Lifelong learning and the marketplace. International Journal of Lifelong Learning 21(4): 334-346.

Habermas J (1972) Knowledge and human interests. London: Heinemann.

Habermas J (1973) Theory and practice. Boston MA: Beacon Press.

Hall C (2004 July 01) Theorising changes in teachers' work. Canadian Journal of Educational Administration and Policy 32. Retrieved 27 May 2005 from http://www.umanitoba.ca/publications/cjeap/articles/noma/theorising.change.html.

Halonen J (1995) Demystifying critical thinking. Teaching Psychology 22(1): 75-81.

Harreveld RE and Danaher PA (2004) Innovation in open and distance learning and teacher education: The case of pre-service secondary vocational education and training at an Australian regional university. Journal of Open Learning and Teacher Education 1(1): 1-13.

Harreveld RE, Danaher PA and Kenny MD (2002) Lifelong learning in the vocational education workplace: Implications of a distance vocational teacher education program. In Appleton K, Macpherson C and Orr D (eds) International lifelong learning conference: Refereed papers from the 2nd International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia 16-19 June 2002: Hosted by Central Queensland University, pp.201-207, Rockhampton QLD: Lifelong Learning Conference Committee, Central Queensland University Press.

Harrison R (2005) Learning and development. London: Chartered Institute of Personnel and Development.

Lindell M and Stengstrom M (2004) Across conceptual models and practices: Workplace learning in higher vocational education in Sweden and Finland. bwp@, 7. Retrieved 17 June 2005 from http://www.bwpat.de/.

Lundberg D (1994) Where are we now? Renewing the training reform agenda. Adelaide SA: National Centre for Vocational Education Research.

Misko J (1999) Competency-based training: Review of research. Adelaide SA: National Centre for Vocational Education Research.

Organisation for Economic Cooperation and Development (1973) Recurrent education: A strategy for lifelong learning. Paris: Author.

Paul R (1992) Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa CA: Foundation for Critical Thinking.

Roberts TG (2003) An interpretation of Dewey's experiential learning theory. Retrieved 16 August 2005 from EBSCOhost database.

Schön DA (1983) The reflective practitioner: How professionals think in action. London: Jossey-Bass.

Schön DA (1987) Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. London: Jossey-Bass.

Seddon T and Brown L (1997) Teachers' work and professionalism: Towards 2007. Unicorn 23(2): 25-38.

Shain F (1998 August 27-30) 'Changing notions of teacher professionalism in the Further Education sector'. Paper presented at the Annual Conference of the British Educational Research Association, Queen's University of Belfast, Northern Ireland.

Smith E and Keating J (2003) From training reform to training packages. Tuggerah NSW: Social Sciences Press.

Smyth J, Dow A, Hattam R, Reid A and Shacklock G (2000) Teachers' work in a globalizing economy. London: Falmer Press.

Smyth J and Shacklock G (1998) Behind the 'cleansing' of socially critical research accounts. In Shacklock G and Smyth J (eds) Being reflexive in critical educational and social research, pp.1-12, London: Falmer Press.

Soucek V (1993) Is there a need to redress the balance between systems, goals and life world orientated goals in public education in Australia? In Collins C (ed) Competencies: The competencies debates in Australian education and training, pp.162-181, Canberra ACT: Australian College of Education.

Stevenson N (2003) Cultural citizenship in the 'cultural' society: A cosmopolitan approach. Citizenship Studies 7(3): 331-348.

Stronach I, Corbin B, McNamara O, Stark S and Warne T (2002) Towards an uncertain politics of professionalism: Teacher and nurse identities in flux. Journal of Education Policy 17(1): 109-138.

Tanner D and Tanner L (1995) Curriculum development: Theory into practice. Columbus OH: Prentice Hall.

Tovey MD and Lawlor DR (2004) Training in Australia: Design, delivery, evaluation, management 2nd edn, Frenchs Forest NSW: Pearson Education Australia.

Usher R (1987) The place of theory in designing curricula for the continuing education of adult educators. Studies in the Education of Adults 19(1): 26-36.

Wonacott ME (2003) History and evolution of vocational and career-technical education: A compilation. Retrieved 16 August 2005 from EBSCOhost database.

Woods P and Jeffrey B (2002) The reconstruction of primary teachers' identities. British Journal of Sociology of Education 23(1): 89-106.

Meta

PP: 032 - 047


Sign Me Up for latest release updates

*  Email Address:
    First Name:
    Last Name:
*  I am interested in:





 

Web Feed

Latest Articles

Special Issues

Pedagogy and language planning
Volume 9/2
Summary | Contents


Explorations of pedagogy in Australian contexts
Volume 8/3
Summary | Contents


Quality pedagogies for quality learning in contemporary higher education
Volume 8/2
Summary | Contents


Creativity and collaboration in the education sector
Volume 8/1
Summary | Contents


Cross-cultural pedagogies: The interface between Islamic and Western pedagogies and epistemologies
Volume 7/3
Summary | Contents


Diverse dimensions of computer-assisted language learning
Volume 7/2
Contents


Online Pedagogy in Practice
Volume 5/3
Contents


Working with computer-assisted language learning
Volume 5/2
Summary | Contents


Language testing
Volume 5/1
Summary | Contents


Pedagogical meanings emerging in practice (Part 2)
Volume 4/5
Summary | Contents


Contextualizing CALL locally and globally
Volume 4/4
Summary | Contents


Pedagogical meanings emerging in practice (Part 1)
Volume 4/3
Contents


Doctoral designers: Challenges and opportunities in planning and conducting educational research
Volume 4/2
Summary | Contents


Evaluating value(s): Issues in and implications of educational research significance and researcher identity
Volume 4/1
Summary | Contents


Meanings emerging in practice (Part 3)
Volume 3/3
Summary | Contents


Meanings emerging in practice (Part 2)
Volume 3/2
Summary | Contents


Meanings emerging in practice (Part 1)
Volume 3/1
Contents


Educating for tomorrow: Considering theories for Learning Futures
Volume 2/3
Summary | Contents


'Town and gown' in the bush: Contemporary regional universities and transforming communities
Volume 2/2
Summary | Contents


Meanings under the microscope (Part 4)
Volume 2/1
Summary | Contents


Meanings under the microscope (Part 3)
Volume 1/3
Contents


Meanings under the microscope (Part 2)
Volume 1/2
Contents


Meanings under the microscope (Part 1)
Volume 1/1
Summary | Contents


crossref.org - The citation linking backbone



Website by Fig Creative Sunshine Coast Website Design
>