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Reforming VET Teacher Education Dr. Bonnie Watt-Malcolm, University of Alberta

This presentation discusses the need for reform in VET teacher education to address the shortage of qualified teachers in Alberta's Career and Technology Studies (CTS) program. The findings highlight the different categories of VET teachers and the specific approaches needed to prepare them for their teaching careers. The importance of continuous skills upgrading, equitable student treatment, and integrating VET subjects with other curricula is emphasized. The presentation concludes by emphasizing the need for quality pre-service training and support for VET teachers.

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Reforming VET Teacher Education Dr. Bonnie Watt-Malcolm, University of Alberta

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  1. Reforming VET Teacher EducationDr. Bonnie Watt-Malcolm, University of Alberta Assuring the Acquisition of Expertise: Apprenticeship in the Modern Economy INAP Beijing, China May 27, 2011

  2. Presentation Outline • Introduction • Background • Research Methods & Data Sources • Findings and Discussion • Concluding Comments • References

  3. Introduction Source: Government of Alberta (n.d.).

  4. First phase of the three year Alberta Career and Technology Studies (CTS): Teacher recruitment, retention, and education study. • Purpose: to build a CTS teacher recruitment and retention framework, and to present and implement practices to develop CTS teachers’ knowledge and skills, which, in turn, has the potential to aid youth in their future career, education, and leisure activities.

  5. Background • CTS is part of Alberta’s VET system. • Approximately 60 percent of Canada’s secondary school districts report a high demand for VET teachers (Press, 1997). • Advisory Committee on Future Teacher Supply and Demand in Alberta report points to acute difficulties in hiring qualified VET teachers especially in rural areas (Alberta Learning, 2003). • Various studies look at why shortages exist and how to recruit, retain and educate VET teachers(cf., Self, 2001; Chester, 2006; Green & Greive, 2008; Streinke & Putnam, 2008).

  6. Background • 1960s-1990s: CTS evolved from traditional vocational education, industrial arts, home economics & business education. • 1997: CTS had 22 strands (subject areas). • 2009-2011: CTS reorganized to five clusters loosely aligned with Canada’s National Occupational Classifications (NOCs). • Business, Administration, Finance & Information Technology (BIT) • Trades, Manufacturing, & Transportation (TMT) • Health, Recreation & Human Services (HRH) • Natural Resources (NAT) • Media, Design, & Communication Arts (MDC) • 2010-2011: Junior high program of studies currently in development (Alberta Education, 2010a). • Change has had its challenges for all stakeholders.

  7. Research Method and Data Sources • 2009: Over 220 secondary education CTS teachers responded to the on-line survey questionnaire. • Representation from all regions and CTS subject specialties. • Descriptive statistics derived from survey. • 2009-2011: On-site interviews with selected participants. • 2010-2011: Thematic analysis of qualitative data using QSR NVivo 8 software.

  8. Findings and discussion • Three distinct categories of individuals who are VET secondary education teachers: • Individuals who have a concentrated interest in a VET subject area – minimal work and education, the gifted amateur. • Individuals who have non-credentialed training and related work experience, the seasoned professional. • Individuals who have industry and institutional/government recognized credentialed qualifications, the skilled tradesperson. • The categories above are the same three categories of individuals who enrol in the University of Alberta Bachelor of Education degree program with a major or minor in CTS – the pre-service teacher education program.

  9. Findings and discussion • Each category requires a particular approach to prepare individuals for their future teaching careers – the required pedagogic knowledge and skills, and, for some, the content specific information and technical skills. • These teachers need to learn how to: • continually upgrade their skills and knowledge • ensure that their students are treated equitably, have access, and learn social responsibilities (Chappell & Johnston, 2003) • convey to their students how VET subjects relate to other curricula such as math, science, art, and social studies • be aware of job-related norms, safety regulations, and provincial, territorial, and federal employment and occupational policies • be attentive to sharing with their students possible occupations and future education opportunities

  10. Concluding comments • Our pre-service teachers are: • The gifted amateur, the seasoned professional and the skilled tradesperson. • Passionate about their subject specialties. • In need of quality pre-service training and support. • As teacher educators, we need to consider: Individual (interests, passions, background) Technical Skills & Knowledge Pedagogy & Curriculum

  11. “I really don't know why anyone would want to leave. I think it is a wonderful profession and feel thankful that I am able to do it.” • Acknowledgements • Thank you to all of the individuals who participated in this research. Their thoughtful and insightful contributions are appreciated. • Thank you to the research assistantships of Don McPherson and Kendra Sole. • Thank you for the funding support for this research from Alberta Education, the University of Alberta, and the Alberta Teachers’ Association.

  12. References • Alberta Learning. (2003). Report of the Advisory Committee on Future Teacher Supply and Demand in Alberta. Edmonton: Government of Alberta. • Chappell, C., & Johnston, R. 2003. Changing work: Changing roles for vocational education and training teachers and trainers. Adelaide, AUS: National Centre for Vocational Education Research. • Chester, I. R. (2006). Attracting students into technology teacher education programs. 4th Biennial International Conference on Technology Education Research: Values in Technology Education. Centre for Learning Research, Griffith University. • Green, R., & Greive, C. (2008). Factors that influence the desire to become teachers of Technology: An Australian study. Retrieved April 15, 2010, from http://www.ministryofteaching.edu.au/journal/pdfs/10-green+greive_33-44.pdf. • Press, H. (1997). Teacher demand in Canada: A report on the teacher labour market. Toronto: Ontario Institute for Studies in Education of the University of Toronto. • Self, M. J. (2001). On retention of secondary trade and industrial education teachers: Voices from the field. Journal of Industrial Teacher Education 38(4) , 41-61. • Streinke, L. J., & Putnam, A. R. (2008). Influencing technology education teachers to accept teaching positions. Journal of Industrial Teacher Education, 45(2) , 71-90.

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