Developing and supporting the dual professionalism of CAAT faculty members

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training Pub Date : 2023-08-17 DOI:10.1080/13636820.2023.2246330

Mary Michelle Overholt

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引用次数: 0

Abstract

ABSTRACT This qualitative, exploratory study is focused on how teachers in Ontario Colleges of Applied Arts and Technology (CAATs) are prepared to teach. Using focus groups and semi-structured interviews, I sought the perspectives of front-line staff within academic development units and academic leaders to create a detailed depiction of how teacher preparation and development currently happen in CAATS and how it can be strengthened at the institutional and provincial levels. Using activity theory as my main theoretical framework and as the structure for my interview protocol, I worked with participants to collaboratively map the activity system of teacher preparation at individual institutions and across the CAAT system. Overall, CAATs provide basic teacher training – on planning and conducting lessons, designing course materials, and setting up courses on learning management systems – for faculty members but lack resources to support faculty members’ subject-matter expertise. CAATs can work together, under the direction of senior leadership, to develop better support both for educational developers and CAAT faculty members. CAAT academic development units can collaborate to create a provincial CAAT teacher training curriculum/credential that can be implemented at the institutional level to ensure consistency as well as the necessary level of institutional focus for faculty development.

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发展和支持CAAT教师的双重专业精神

摘要:本定性、探索性研究的重点是安大略省应用艺术与技术学院(CAATs)的教师如何准备教学。通过焦点小组和半结构化访谈，我寻求学术发展单位和学术领导的一线工作人员的观点，以详细描述CAATS目前如何进行教师准备和发展，以及如何在机构和省级层面加强教师准备和发展。使用活动理论作为我的主要理论框架和面谈协议的结构，我与参与者合作，在个别机构和整个CAAT系统中绘制教师准备的活动系统。总的来说，caat为教师提供基本的教师培训，包括计划和授课、设计课程材料和设置学习管理系统课程，但缺乏资源来支持教师的专业知识。CAAT可以在高层领导的指导下一起工作，为教育开发人员和CAAT教员提供更好的支持。CAAT学术发展单位可以合作创建省级CAAT教师培训课程/证书，该课程/证书可以在机构一级实施，以确保一致性以及对教师发展的必要机构关注。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Vocational Education and Training EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

15.80%

发文量

期刊介绍： The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration. From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.