Faculty of Education - Theses

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Author: Gove, Keith Richard × Type: Masters Coursework thesis × Subject: Australia × Subject: Training of ×

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    Changing conceptions in vocational education and training: TAFE teachers' approaches to teaching
    Gove, Keith Richard ( 1995)
    This study undertakes a preliminary examination of TAFE teachers' approaches to teaching, with the aim of improving the quality of learning in vocational education and training. Research suggests that there are two ways of conceiving the purpose, or outcomes, of learning: quantitative and qualitative. A qualitative conception sees learning as a qualitative change in how the subject is conceived, rather than a quantitative increase in knowledge. In this conception students move from lower level conceptions of a phenomenon towards a higher level, or expert's, conception, linked to high quality learning outcomes. For conceptual change to occur students need to take a deep approach to their learning. Several factors influence learners to take deep approaches to learning. One factor is teachers' approaches to teaching, which are in turn influenced by their conceptions, or theories, of learning and teaching, which are in turn influenced by cultural and ideological forces. The study considers some of these issues within the training sector. A distinction is made between intention and strategy in teachers' approaches to teaching. The congruence between intention and strategy is examined. The study hypothesised that contextual factors in the training would influence TAFE teachers' intentions to see learning as a quantitative acquisition of skills and knowledge. While the study is only preliminary, the findings support a relationship between teachers' intentions and strategies, consistent with findings in other studies. The study identifies two other factors that influence TAFE teachers' approaches to teaching: the conception of the occupation or profession towards which their teaching is directed; and conceptions of training and competency. The study suggests that to improve the quality of learning in TAFE requires TAFE teachers to change their conception of learning and teaching to one that encourages conceptual change in learners. The study concludes with suggestions for research and teacher professional development in vocational education and training.