ABSTRACT

Vocational Education and Training (VET) teachers often begin teaching without teaching qualifications, and much of their learning necessarily takes place in the workplace. VET teaching is recognised as complex and requiring a broad range of skills and capabilities. At the same time, support for VET teacher learning in the workplace has been limited and ad hoc, with little focus on what workbased arrangements might better support teacher learning. Drawing on a study of novice VET teachers, this paper highlights the importance of VET teacher learning in the workplace and considers the site-based arrangements that enable and constrain novice teacher learning. The paper argues that when practices that support learning are interconnected to form a trellis, teacher learning is better supported than when practices that support learning are isolated and do not interconnect with each other. The paper concludes that novice teacher learning in the workplace needs to be supported through a range of site-based arrangements, and that these will be most effective if they form a strong trellis of inter-related practices that support learning in the workplace.

摘要

职业教育与培训（VET）的教师通常没有教学资格就开始教学，他们的许多学习必定是在工作场所进行的。VET教学被认为是复杂的，需要广泛的技能和能力。同时，在工作场所对VET教师学习的支持是有限的且是临时性的，很少关注基于工作的安排可能会更好地支持教师学习。本文基于对初学者的职业教育与培训教师的研究，着重强调了职业教育与培训教师学习在工作场所中的重要性，并考虑了基于现场的安排，这些安排可以使新教师学习并限制其学习。该论文认为，当支持学习的实践相互联系形成格子时，与支持学习的实践是孤立的，彼此不联系的情况相比，更好地支持教师学习。本文的结论是，需要通过一系列基于现场的安排来支持新手教师在工作场所的学习，并且如果它们形成了相互关联的，支持工作场所学习的实践的强大格状，那么这些安排将是最有效的。