Description
This paper investigates the role of lead vocational teachers in TAFE Queensland and their personal and career development needs. Focus group discussions with these teachers ascertained that they wanted to feel valued by their institutes and have more opportunities to contribute to business development. It was revealed that their values did not match those of the institutes and this led to a sense of anxiety about professional opportunites. This paper is funded through NCVER's Building Researcher Capacity program.Summary
About the research
Building the research capacity of the vocational education and training (VET) sector is a key concern of the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supported an academic scholarship program, whereby VET practitioners were sponsored to undertake university study at honours, master’s or doctorate level.
Jennifer Davids received an academic scholarship in 2008 to assist with her doctorate. Her research investigates the role of ‘lead vocational teachers’, a classification created by TAFE Queensland in 2005 to provide a career pathway for teachers at the top of the pay scale. Through the use of focus groups, Jennifer explores the current roles of these teachers and their personal and career development needs. This report is a snapshot of her research.
Key messages
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Lead vocational teachers view their profession as a ‘calling’ and see serving their students as a priority.
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With greater emphasis being placed on financial decisions within VET workplaces and the introduction of increased reporting requirements, these teachers feel that they are operating in environments with low levels of trust. Overall, lead vocational teachers consider that their teaching practices were undervalued.
Tom Karmel
Managing Director, NCVER