Vocational Training Council

Transcription

1 Vocational Training Council

2 Transforming Industry Practitioners into Vocational Teachers: New Teacher Training Programme in Vocational Education and Training Ricky, Yuk-Kwan Ng; Cecilia, Po-San Leung; Gloria, Kit-Man Chung & Annie, Lai-Fong Lau Centre for Learning and Teaching Educational Research Symposium 25 May

3 Biàn Liǎn Biàn Liǎn; literally "Face-Changing" is an ancient Chinese dramatic art that is part of the more general Sichuan opera. Performers wear brightly colored costumes and move to quick, dramatic music. They also wear vividly colored masks, which they change within a fraction of a second. wais-miec.com 3

4 Introduction looks particular into the development and effectiveness of a structured new teacher training programme for the newly recruited vocational teachers in one of Hong Kong s largest vocational education and training programme providers also looks into the participants perceptions for a better understanding of their views on transforming themselves from industry practitioners into professional VET teachers 4

5 Current issues in Vocational Education and Training (VET) The global changes generated by new technologies in the manufacturing and services sectors have accelerated the needs of high competent technicians and skilled workers. With an increase of the importance and status of Vocational Education and Training (VET), currently, there is a strong demand to enhance the quality of the VET courses and how they are delivered. 5

6 A new breed of VET teachers (1) Vocational education and training providers tend to recruit experienced industry specialists for their skill competence and up-to-date professional practices. These new teachers in general are strong in industry experience but are relatively weak in teaching skills, not to mention their ability of catering for the needs of diversified learners in the VET institutes. 6

7 A new breed of VET teachers (2) In view of the above, with the global changes in the higher education sector and the reformation of VET, it is of notice that a new breed of teachers have gradually emerged. 7

8 A new breed of VET teachers (3) This new breed on one hand are industry practitioners possessing strong practical knowledge and skills while on the other equipped with innovative teaching strategies and instructional skills to cope with the rapidchanging learning environment and the diversified learners. 8

9 Needs of new teacher training for vocational education teachers (1) With VET s specific emphasis on workplace competence, the teacher training to transform industry practitioners into professional VET teachers becomes an urge. 9

10 Needs of new teacher training for vocational education teachers (2) Given the current award-bearing teacher education programmes provided by local universities and higher education institutes generally focus on curriculum design, pedagogical theories and classroom management to nurture would-be primary and secondary teachers with the academic subject knowledge and teaching skills for effective classroom delivery. 10

11 Needs of new teacher training for vocational education teachers (3) Current vocational teacher training programmes emphasis on teaching strategies and instructional skills in workshops or simulated workplace in order to help teachers transfer the declarative subject knowledge into functional knowledge rather than the academic knowledge and pedagogical theories. 11

12 Research questions 1. What are the essential needs of the newly recruited teachers in order to prepare him/her to teach in the vocational education training (VET) sector? 2. In what aspects will the new teachers benefit from the new teacher training programme? 3. To what extent will the new teacher training programme change the mindset of the new teachers and what are their perceptions of transforming themselves from industry practitioners into professional VET teachers? 12

13 Context of the organisation in this study (1) one of Hong Kong s largest vocational training programme providers, providing mostly practical programmes for school leavers and adult learners that are meeting directly the needs of Hong Kong employers and the community the largest employer of vocational training teachers a large proportion of the newly recruited teachers came directly from the industry and they are new comers to teaching career 13

14 Context of the organisation in this study (2) a teacher training programme has been offered since 2000, aiming at preparing teachers with all aspects of teaching skills but not specially tailored for the new teachers a new teacher training programme was suggested to be provided for all the new teachers as to equip them with the basic teaching, learning and assessment skills and better prepare them for the organisation s teaching environment 14

15 New teaching training programme in this study First developed and offered the Introduction to Teaching Programme for New Teachers (ITP) in academic year 2007/2008 On a voluntary basis when it was first introduced; all new teachers were welcome to join Revised and piloted in academic year 2008/2009 to prepare for making it a mandatory requirement Starting from academic year 2009/2010, all new teachers are required to complete 15

16 Research method and design Longitudinal action research approach: a mixed approach that combines quantitative and qualitative methods Adopted the study the planning, action, observation, reflection and evaluation cycles The three cycles were spiral for on-going programme improvement (2007/2008, 2008/2009 and 2009/2010) Reflection Evaluation Observation Planning Action Zuber-Skerritt s model 16

17 Data collection and analysis methods (1) The structures and modules were being modified for improvement in academic years 2007/ 2008, 2008/2009 and 2009/2010, and the data was collected annually for a consecutive of three years. The four-level framework suggested by Kirkpatrick (1994) was adopted for the analysis of the training effectiveness. 17

18 Data collection and analysis methods (2) This study looks into all the four levels with additional analysis on the participants perceptions of transforming themselves from industry practitioners into professional VET teachers. Since the programme was under a pilot scheme in the first two academic years, constant changes were being made and thus the data collection methodologies were modified to best suit this research s needs. 18

19 Data collection activities and instruments Kirkpatrick s four levels Data collection activities Instruments Reaction Survey after completion of programme Reflective logs Learning Survey after completion of programme Reflective journals Questionnaires for participants Reflective logs Questionnaires for participants Journal question and guidelines Focus group Questionnaires for interviews focus group participants Behaviour Class observations Class observation Result Interview with facilitators Interview with senior staff forms Questionnaires for senior staff 19

20 Findings from the empirical work (1) The success of the mandatory programme was results of discreet analysis, planning, implementing, monitoring, evaluation and reflection from different stakeholders. 20

21 Findings from the empirical work (2) Evaluating the programme with Kirkpatrick s fourlevels (reaction, learning, behaviour and result) of training effectiveness, the programme was considered as effective since the findings of this study indicate (1) the trainees satisfaction to the trainings; (2) their acquisition of knowledge, skills and attitudes in education; (3) their improvement of teaching skills; and (4) their personal achievement and improvement in teaching effectiveness. 21

22 Discussion 22

23 1. New teacher training plays a significant role in preparing new VET teachers 23

24 2. A careful, planned schedule and workload of the training programme are beneficial to new teachers 24

25 3. Contextualisation and tailor-made subject contents enable better application of knowledge 25

26 4. Appropriate modifications of module contents that cater the teachers needs benefit most of the teachers 26

27 5. Good demonstration of facilitation skills motivate new teachers 27

28 6. Psychological supports from colleagues are essential for new teachers 28

29 7. Learning community nurtures culture for sharing of good teaching practices and continuous learning 29

30 8. New teacher training programme has to align with and supported by the organisation s staff development policy Academic Year Number of Intakes Number of Staff Enrolled Number of Staff Completed 2007/ (22%) 2008/ (42%) 2009/ (81%) Number of intakes, enrolment and completion rate of the Introduction to Teaching Programme for New Teachers (ITP) in AY 2007/2008, 2008/2009 and 2009/

31 9. Programme management, follow-up actions and supports from the programme team are essential 31

32 10.Mindset changes are needed to transform industry practitioners into VET professional teachers 32

33 Implications (1) 1. It is suggested to examine whether there are correlations between the new teacher training programme and the new teachers retention rate. 33

34 Implications (2) 2. Further study on the needs and articulation pathways of the new teacher programme to other advanced training programmes may shed lights on sustainable teacher development in the VET sector. 3. A close look into the extent of the teacher learning community on the nurturing of a collaborative culture of continuous learning would be conducted. 34

35 Thank You 35