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The research also highlights the quality and transferability of these practices across contexts, while noting limits such as theory versus practical skills and different delivery modes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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AND NICKI DAVIDSON  \nNational Centre for Vocational Education Research  \nHIGHLIGHTS  \n􀂃 VET teachers draw on a range of learning theories when considering how students learn: from theories based on the identification of students’ learning styles to more contemporary approaches such as cognitive load theory. They adopt a variety of methods both to understand the learning preferences and needs of their students and to deliver VET to their student cohorts.  \n􀂃 Most VET teachers use an overarching strategy in their teaching, one that incorporates four main elements. In their strategy, teachers:  \n— use a variety of teaching approaches, drawing on educational theory and based on an understanding of how their students learn  \n— identify and address learning and other support needs  \n— ensure student engagement  \n— conduct assessment, with adaptations if required.  \nThis approach aims to ensure that a diversity of students, with a variety of learning preferences, learn effectively. Teachers monitor their students and adapt the strategy, either at the class or individual level, if it appears not to be working.  \n􀂃 This overarching strategy is generally transferable to a variety of contexts, although a few examples of where the strategy may not be directly transferable were identified, which included teaching theory versus practical skills; online versus face-to-face delivery; classroom versus workplace delivery; and training versus working in some industries/workplaces.  \n􀂃 Support is needed to ensure that teachers both develop and utilise higher-level teaching skills. For both new and experienced teachers, learning from other colleagues is instrumental in the development of higher-level teaching skills, meaning that fostering opportunities for teachers to connect and share is important.  \n􀂃 Three areas of focus promoting the implementation of good teaching practices were identified:  \n— structured support and quality induction for new teachers  \n— dedicated time and space for teachers to learn and implement higher-level teaching skills  \n— recognition of the skills and human element of good VET teaching.  \nHOW ADULTS LEARN & THE VET CONTEXT  \nQuality VET delivery is student-centred and is enhanced by an understanding of the variety of approaches used in learning  \nQuality teaching and learning  \nHigh-quality training in the vocational education and training (VET) system is an important and ongoing government priority. One element of the Commonwealth Government’s most recent quality reforms is the consideration of supply, retention and quality in the VET workforce, leading to the development of the VET Workforce Blueprint (Australian Government 2024a; Skills and Workforce Ministerial Council 2024). Additional considerations of quality delivery in VET are included in the draft revised standards for RTOs, which specify that VET be delivered by credentialled people with current skills and knowledge in training and assessment, while also possessing current industry skills and knowledge (Australian Government 2024b) .  \nThe focus on building and maintaining a high-quality VET workforce is not limited to government. Given the responsibility that VET teachers have in developing the skilled workers required in the Australian labour market, industry, VET providers, peak organisations and regulators all have a role to play (Misko, Guthrie & Waters 2021; Skills and Workforce Ministerial Council 2024) .  \nWhat does quality training and assessment, or teaching, in VET look like? Defining and measuring quality teaching is not easy. In 2022 the National Centre for Vocational Education Research (NCVER) undertook research into quality VET delivery and, while that work was broader than a consideration of teaching alone, the authors reported that it:  \n􀂃 has a transformational aspect for students, in that it changes what they know and can do, and how they","cbCaiu4bfs7feiO2","https://ap.wps.com/l/cbCaiu4bfs7feiO2","pdf",1085366,24,"English","# HOW ADULTS LEARN & THE VET CONTEXT\n## Quality VET delivery and student-centred learning\n## Defining and measuring quality teaching\n## Effective VET teaching research and methodology","[{\"question\":\"What overarching strategy do most VET teachers use?\",\"answer\":\"Most VET teachers follow an overarching strategy with four main elements: varied teaching approaches grounded in learning theory, identifying and addressing learning and support needs, ensuring engagement, and conducting assessment with adaptations when required.\"},{\"question\":\"Why is teaching quality difficult to define in VET?\",\"answer\":\"Defining and measuring quality teaching is not easy, but research describes quality as transformational, student-centred, work- and life-relevant, and linked to occupational identity and industry needs.\"},{\"question\":\"What does the research aim to identify about VET teaching practices?\",\"answer\":\"The project aims to identify effective VET teaching practices and activities that are transferable across fields, qualifications, and contexts, and that account for different ways people learn.\"}]","Effective teaching and learning - teacher perspectives on what works best for whom | PDF",1792057166]