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This study explores the current and future professional development
needs of three sectors-vocational trainers, specialist teachers and volunteer
tutors-of the Australian adult English language, literacy and numeracy
(LLN) workforce. Over 200 workers gave generously of their time.
- Language, literacy and numeracy educators are not a homogenous
group. Some differences
relate to employment sector or work context, some relate
to the language, literacy and numeracy educators as individuals
with
varying educational and employment histories, and still others
relate
to
the role differentiation that has emerged with national
training reform.
- The sector in which the language, literacy and
numeracy
worker is located is the single most significant variable
in determining professional
development attitudes and issues. The sector determines
entry requirements, reporting requirements, availability of funds
for
professional development
and the distribution of those funds, and these impact
on the kind of professional development required by language, literacy
and
numeracy workers and on how best to deliver it.
- Further development of expertise as a teacher is of great
importance to the most experienced language, literacy and numeracy
specialist
teachers.
Vocational trainers are interested in professional development
to raise their awareness of language, literacy and numeracy
issues, but they see language, literacy and numeracy support
teachers
as
best equipped to provide assistance to students. Volunteer
tutors
have some concerns about whether they can meet future
skill needs
because of a lack of access to professional development
opportunities and value the opportunity to interact with other
tutors and
teachers through informal networks.
- A number of innovative,
relevant and
comprehensive professional development programs are being
offered at national, state and local provider
levels. Better dissemination of information about good
practice professional development initiatives may benefit a wider
audience
of language, literacy and
numeracy workers, particularly casual and regional workers.
- Compliance with the reporting demands of external funding
and regulatory bodies has increased the administrative workload
of
many specialist teachers
and vocational trainers, to the point where they believe
it is adversely affecting both the quality of their teaching
and the
time
and energy
available to engage in professional development activities.
- Employers currently offer significant amounts of professional
development aimed at achieving compliance. This creates
something of a mismatch between
what is offered and what is desired by language, literacy
and numeracy workers. All workers want additional professional
development
in
teaching and managing the changing profile of learners
and information technology skills.
- Language, literacy and numeracy workers have quite strongly
held views on adult learning, and their own preferred means
of accessing professional
development. Face-to-face interaction with colleagues,
a practical 'hands-on' approach,
and peer learning are highly valued modes across all
sectors of the workforce.
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