Australian TAFE Teacher Professional Development Research

Vocational education teachers' professional quality is directly related to the quality of vocational education and the skilled talents training target.Therefore,enhance the level of vocational education teachers' professional development is the guarantee connotation of the vocational education development and the key to sustainable development of vocational education.in the developed countries,the vocational education teachers team construction,and the promotion of the teacher professional development have got mature experience.In comparison,China's vocational education theory and practice of teacher professional development is relatively backward,therefore,it is necessary to draw lessons from developed countries vocational education theory and practice of teacher professional development experience,to improve the whole of the level of vocational education teachers' professional development in our country.Australian vocational education and training reached the top level in the world,and technological and further education(TAFE)has become one of the representative model of vocational education.TAFE teacher professional development is one of successful experience of TAFE.In recent years,along with our country vocational education field focus on Australia TAFE mode,academic research on the condition of TAFE teacher professional development also gradually increasing.However,existing literature shows that the domestic study of TAFE teacher professional development is scattered,lack of a comprehensive system research.Therefore,in order to effectively draw lessons from the successful experience of Australia TAFE teacher professional development,it is necessary to deal with in-depth research on TAFE teacher professional development history,current situation and successful experienc,which not only helps to enrich vocational education teacher professional development theory in our country,expand the theory of vocational colleges teachers team construction,and also has important application value in practice.The systematic research on Australia TAFE teacher professional development can provide the experience of TAFE teacher professional development to our government for vocational teacher professional development policies,and for vocational colleges to strengthen the construction of teacher teams,provide real case experience for "double type" teachers,and can provide vocational colleges teachers' personal professional self-development theory instruction,at the same time,the research also can provide rich information on vocational education teachers professional development.This research,using the research methods of literature,on the basis of analyzing and integration of related academic achievement,through combing TAFE teacher professional development history and present the whole picture of TAFE teacher professional development,thereby TAFE systematic interpretation on approaches,goal,the connotation of TAFE teacher professional development,through analysis of several cases of TAFE teacher professional development and the related influencing factors,gives a comprehensive summary of TAFE the experience,the characteristics and problems of TAFE teacher professional development,reveals the law of Australia TAFE teacher professional development,and provides teacher professional development theory and practical experience for reference.This study found that Australia TAFE teacher professional development can be divided into three stages:the creation period of 1970' s to the 80' s,80' s to early 90' s the period of adjustment,the reform and development period of the 1990' s until now.TAFE system of teachers' professional development is complete,including teachers' qualification system,recruitment system,training system,etc.TAFE teacher professional development activities are based on Australia's national qualifications framework and the provisions of the education training package,the federal government and relevant departments are mainly responsible,a number of related organizations,groups and TAFE colleges contribute to participation and implementation.TAFE teacher professional development goals include the ability to communicate effectively with customers,good team cooperation ability,problem-solving ability,the ability of service enterprises,the ability of organization and management,the ability of independent development,the ability of continuous learning and mastering the ability of new technology and so on.TAFE the connotation of teacher professional development mainly include three aspects:(1)professional knowledge:subject teaching knowledge,learners and learning theory knowledge,the knowledge of the learning resources,the knowledge of the practical teaching,assessment of knowledge,the knowledge of the industry/enterprise,multimedia knowledge and so on.(2)professional ability,teaching skills,management ability,enhance ability of subjects,workshop environment teaching ability,ability to determine customer needs and business contact,the ability to adapt to the role change.(3)professional cordiality:teacher's professional spirit,professional ethics,professional belief,etc.The main ways to achieve the goal of professional development involve a formal learning and informal learning and individual learning.From the system of teachers' professional development,development target and connotation,and the cases of Victoria and NSW TAFE teacher professional development,the conclusions on Australia TAFE teacher professional development and experience with the following characteristics:(1)the federal government and education institutions generally attach great importance to vocational education teachers'professional development.(2)the TAFE teacher professional development law and policy guarantee.(3)the specific goals,connotation is rich,reflecting the ideas of independent development and lifelong development,the idea of all-round development.(4)pay attention to the combination of organizational development and personal development.(5)the government,industries,organizations,colleges jointly contribute to participate in and support TAFE teacher professional development.(6)TAFE teacher professional development follows the rules,adapt to the changes.(7)professional teachers and casual teachers take part in the development together.Time changes and the various social factors change,TAFE teacher professional development also faces many problems,such as teachers'professional specialization is weakened,part of TAFE teachers'professional development dynamics is insufficient,excessive emphasis on competence-based education mislead the direction of teacher's professional development,training and assessment level 4 certificate of qualification requirement for TAFE teacher is low,teachers' age structure aging,part-time teachers problems and so on and so forth.These problems and challenges to TAFE teacher professional development has brought some confusion.The successful experiences of Australia TAFE teacher professional development gives us a lot of enlightenment.(1)our country should pay attention to improve the system of vocational education teachers'professional development,establish a specific and scientific competence standard to vocational teacher professional development.(2)we will improve the system of vocational education teacher professional development,promote the professional development of specialized agencies,and improve the system of vocational education teachers'qualification certificate management.(3)strengthen the awareness of self-development of vocational education teacher,outline vocational teacher professional development with the idea of lifelong learning and lifelong development.(4)the construction of vocational education teachers' professional learning community,and promote the development of teachers group cooperation.(5)strengthen the diversity of vocational education teachers training,(6)the innovation of vocational education teachers' professional development evaluation mechanism.(7)to strengthen the construction of part-time teachers,the optimization of the proportion and structure of professional teachers and casual teachers.(8)increase enterprise participation,and promote the development of vocational education teachers' professional skills continuously.(9)to enhance the level of the international teaching of vocational teacher.