Abstract:
Most formal Vocational Education and
Training (VET) in Australia is now competency-based. When
competency-based training (CBT) first became government VET policy in
the early 1990s, there was heated and acrimonious debate about its
desirability. During the last few years, debate about CBT has all but
disappeared, and VET teachers and trainers have been struggling with the
implementation of CBT with, often, little support, and certainly with
little interest from the VET research community. A research project
examined, in late 1996, the effects of CBT on teaching and learning. A
number of creative responses to CBT was discovered, with a major effect
of the change to CBT appearing to be an impetus for teachers to
re-examine what they do with their students. Despite changes in teaching
methods, CBT nevertheless allow teachers to exercise their skills,
although the skills needed are in some respects different from pre-CBT
teaching. This paper reports on the project findings, and looks at the
changes in teachers' activities and roles using definitions of teaching
propounded by Fenstermacher, Miller, and Sellar.
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