Presentation on theme: "Rod Mason, Skills Institute, Hobart, Tasmania"— Presentation transcript:
Rod Mason, Skills Institute, Hobart, Tasmania firstname.lastname@example.org
This presentation: ◦ Part of an exploratory research study that was undertaken in 2011. Purpose: ◦ Investigate the approaches to traditional trade apprentice teaching and learning in the Tasmanian Skills Institute (TSI).
Tasmanian VET landscape changed in 2009. Tasmania Skills Institute (TSI) evolved. TSI focuses on employment-based training. Largest provider of apprenticeship training in Tasmania. Entire workforce (N=380). Traditional trade teachers (N=204). 12 Industry Skill Groups (ISGs): allied trades, automotive, bakery, butchery, cookery, construction, electrical, hair dressing, metals/manufacturing, mining, motor body, natural resources.
Pedagogy ◦ The various teaching and learning strategies used by teachers in off- and on-the-job learning contexts. Off-the-job: ◦ Attend campus one day per week and/or block release and/or evening classes. ◦ Didactic and participative methods are the 2 most common forms of pedagogy. ◦ Lock-step delivery. ◦ Flexible (or blended) delivery. On-the-job: ◦ Guidance and support achieved through coaching. Pedagogical preferences ◦ Teachers typically develop their own theories of learning style. ◦ Completion of a Cert IV level VET teaching qualification may not equip teachers with appropriate teacher skills. ◦ Innovative approaches require knowledge beyond Cert IV level.
What teaching strategies are used by apprentice trainers? Why are these strategies favoured by these trainers?
QUANTITATIVE: ◦ Internet-based survey comprising 40 questions about teacher demographics, qualifications and experience, off- the-job teaching, on-the-job teaching, use of flexible approaches in teaching. ◦ 49 out of a possible 204 responses were obtained. QUALITATIVE : ◦ 11 semi-structured interviews. ◦ Systematic sampling technique. ◦ 13 questions about teaching strategies adopted and why? Impact on teaching of having completed a Cert IV level teaching qualification, experiences/reflections having been a trade apprentice.
Majority of apprentices are required to attend campus. Traditional lecture/formal presentation is still popular. Generally, teachers use a range of learning strategies in the classroom. Dependent and/or independent use of workbooks. Classroom learning is a precursor to practical training that follows in the workshop/simulated workplace. Practical demonstrations are followed by hands-on practise (apprentices either work on their own and/or in groups). Some evidence of lock-step approaches to teaching. Evidence of flexible delivery (e.g. entirely-on-the-job, CD_ROMs, on-line, self-directed work books). Some evidence of more innovative strategies being used (e.g. computer-based games, interactive DVDs).
What had worked well in the past rated highest which was found to be closely linked with a teachers personal preference: ◦ Teacher’s own experience as an apprentice was a strong contributing factor. Established practices within teaching teams rated second highest. External factors such as the demands of industry. Impact on teachers of having completed a Cert. IV level teaching qualification varied. ◦ Only slightly more than half surveyed found it helpful. There was no clear indication that completion of a qualification beyond Cert IV level will result in the use of more innovative strategies. ◦ Established teaching practices are more likely to be the precursor.
Extent of variation in teaching strategies used by teachers within the same teaching team. In nearly all cases, apprentices are required to use a self-paced workbook. When training is delivered entirely on-the-job, teachers struggle to get their apprentices to complete self-paced workbooks. There is some evidence that lock-step approaches to teaching is occurring. Some teachers have been forced to modify their practice to accommodate the demands of industry. Completion of a Cert IV teaching qualification was shown to have minimal impact on teaching practice.
Lock-step approaches to teaching in the classroom. ◦ Deliberate move back to lock-step in the Construction ISG. ◦ Is this return to traditional teaching methods also occurring in other ISGs? Use of self-paced workbooks when training is conducted entirely on-the-job. ◦ Apprentices struggle to complete them. ◦ What more can be done here?
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