The Study On The Competency Standards Of Australian Vocational And Technological Education Teachers

Standards of professional competence to ensure that teachers ’professionaldevelopment direction, and to promote the professional level of teacherscontinue to improve, protect the quality basic system of education and teachingconditions in teachers’ practice. Professional Teaching Standards to developthe establishment of highly qualified faculty, the Australian TAFE collegetalent training objectives is extremely important, and Australia in the late20th century, promulgated a national vocational education teachers’professional competency standards. In short, the remarkable achievements madeby the Australian vocational and technical education and its great importanceto vocational education teachers’ professional ability of standard constructionare inseparable.However, so far yet to be introduced national vocational education teachers’professional standards. Therefore, in order to comply with World Teachers’professional development trend, more long-term economic and social development,improve the professionalism of teachers of vocational education in China shouldbe the task of China’s vocational education reform is urgently needed. Someprovinces and cities in China have realized the importance of teachers’professional competency standards in the construction of vocational educationsector, but also to respond positively to the national long-term education reformand development planning framework to improve the characteristics of vocationaleducation teachers clearly the eligibility criteria the call to proceed withthe development of vocational education teachers’ professional competencystandards.In recent years, in Australia the interaction of the field of educationmore frequently, which is seeking to develop professional standards of teachers’qualifications in line with the characteristics of vocational education, willundoubtedly provide a great convenience and support role. Australian vocationaleducation teachers ’professional competency standards, no doubt the developmentof vocational education teachers’ professional competence standards havefar-reaching reference.The thesis is divided into six parts. Part One: Introduction. Description of this study from the causes, theobjects, the purpose, the meanings and the methods; introduction of the studyon the standards of the Australian Vocational and Technology EducationTeachers’ professional capacity at home and abroad. On this basis, the coreconcepts were defined.Part Two: Overview of Australian Vocational and Technology EducationTeachers’ professional capacity Standards. At first, traces the course ofdevelopment of professional competency standards; this part of the readers havea basic understanding of professional competency standards, introduced to pavethe way for the next part of the in-depth role.Part Three: Development and implementation of Australian Vocational andTechnology Education Teachers’ professional capacity Standards. This is themost important part in the thesis. This section details the requirements andprinciples of the need to follow the development of certification subjects andinstitutions, the development of the basic certification process and developmentprocess starting from the development of professional standards of competence.Then specifically addressed the Australian vocational teachers’ professionalcompetency standards framework, elaborated on the core competencies ofvocational teachers in Australia modules, the ability of the capacity unit,capacity unit standards and qualification level of vocational teachers.Part Four: The feature, impact, functions of Australian Vocational andTechnology Education Teachers’ professional capacity Standards. On the basisof the above part of the Australian VET teachers’ professional competencystandards detailed in this section summarizes the characteristics, asdemonstrated by the professional competency standards framework, and secondly,Professional Competency Standards for the practice of vocational and technicaleducation in Australia.Part Five: Revelation. Elaborate on the above part of the Australian VETteachers’ professional competency standards and analysis, it is recommended todraw on the successful experience of the Australian standards development,accelerate the development and certification to meet China’s national conditions,in line with the characteristics of China’s vocational education, specificallyfor vocational teachers professional competence standard system.