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Standardisation in TVET Teacher Education


Edited By Joachim Dittrich, Jailani Md Yunos, Georg Spöttl and Masriam Bukit

Standardisation in TVET Teacher Education discusses issues connected with quality development in teacher education for Technical and Vocational Education and Training (TVET). Starting from some insight in the requirements on teacher education for TVET from different regions of the world, reflections on existing standardisation approaches for TVET Teacher Education from different perspectives are presented. A number of initiatives that are already implemented in order to solve specific issues in TVET Teacher Education are described. Finally, some of the approaches and concepts that were developed in the course of the EU Asia Link cofunded project «Development of Transnational Standards for Teacher Training for Technical and Vocational Education and Training (TT-TVET) with a Multidisciplinary and Industrial Orientation» are presented. The majority of contributions were presented and discussed during the «First World Congress on Teacher Education for Technical and Vocational Education and Training – Shaping TVET Teacher Education for the Changing World of Work» held in Bandung, Indonesia, in July 2008 which led to the Bandung Declaration on TVET Teacher Education.


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Standardisation and Concepts of Teacher Education for TVET 59


Standardisation.and.Concepts.of.. Teacher.Education.for.TVET How.Standards.Travel.and.Change.Between.Contexts..National. . Norman Lucas/Tony Nasta Introduction This paper focuses on the development and growth of standard-led reform and regula- tion of TVET teachers and trainers the UK. It will develop a theoretical discussion and critique of standards that has a wider relevance to standards-led reform in other national and international contexts particularly towards the notion of trans-national standards for TVET teachers. The paper will start by showing how standards-led regulation in the UK has moved from a relatively permissive, to a more rigid regulatory approach where new standards have been defined alongside further specifications, learning outcomes, units of assessment, teaching role specifications and a ‘standards based qualifications frame- work’. Based upon a theoretical framework developed in earlier research and a critique of the standards-led model of initial teacher education, we will illustrate how standards are mediated and interpreted differently within the diverse contexts and communities of prac- tice that make up the UK further, adult and TVET system. The paper will also develop a critique of the standards-led model that is described as an attempt to codify both situated and non-situated knowledge. In this way standards are treated as though they are decon- textualised, vertical knowledge that can then be simply applied across diverse contexts, subjects/vocational practices, learning in the workplace and training TVET teachers. The paper will argue that within the diverse practices of TVET teachers and teacher educators different types of understandings exist and where different types of knowledge and pedagogy are learnt, used and transformed....

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