International handbook of research on teachers and teaching
International handbook of research on teachers and teaching
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国际教师与教学研究手册
DOI：
10.1007/978-0-387-73317-3
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发表时间：
2009
影响因子：
7.7
通讯作者：
A. Dworkin
中科院分区：
文献类型：
--
作者：
L. Saha;A. Dworkin
本章探讨了技术和职业教育与培训（TVET）设置中的教学概念。为了做到这一点，我们将考虑职业教育和学术教育方法之间的本质区别，讨论TVET教学的不同方法及其概念的发展方向，考虑教师的角色包括什么，以及如何培训和发展教师以提高他们的实践质量和职业能力，最后提出一些结论。作者的经验主要是在澳大利亚和欧洲，因此这些将是重点，并将主要从这些地方吸取例子。这些都是成熟而多样的职业技术教育培训体系。政府越来越认识到职业技术培训体系对经济发展非常重要，因为它们注重劳动力市场的技能。他们也被视为社会政策的工具，例如，帮助那些特定的社会群体，如贫困人口或缺乏市场技能的人（Basu, 1997）。
This chapter explores notions of teaching in technical and vocational education and training (TVET) settings. To do this we willconsider the essential differences between vocational and academic approaches to educationdiscuss the diverse approaches to TVET teaching and the directions in which conceptions of it are movingconsider what the role of being a teacher involves and how teachers are trained and developed to enhance the quality of their practice and vocational competence, andfinally, present some conclusions.The authors' experience is largely in Australia and Europe, and so these will be the focus, and from where examples will be predominantly drawn. These are mature, yet diverse, TVET systems.TVET systems are increasingly becoming recognised by governments as very important to economic development through their focus on skills for the labour market. They are also seen as instruments of social policy, for example to assist those in particular social groups, such as those in poverty, or who lack marketable skills (Basu, 1997).