An examination of vocational education and training (VET) teachers’ understanding of how people learn, and how they cater to the learning needs and preferences of their students across a range of different contexts. The research finds most VET teachers use a similar overarching strategy in their teaching that aims to enable a diversity of students to learn effectively. 

The report describes what is needed to enable the implementation of good teaching practices, including support for new teachers, dedicated time and space to learn and use new teaching skills, and recognising the skills and human element of good VET teaching.

Highlights

• VET teachers draw on a range of learning theories when considering how students learn.
• Most VET teachers use an overarching strategy in their teaching, one that incorporates four main elements.
• 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.
• Support is needed to ensure that teachers both develop and utilise higher-level teaching skills.
• Three areas of focus promoting the implementation of good teaching practices were identified:
  • structured support and quality induction for new teachers
  • dedicated time and space for teachers to learn and implement higher-level teaching skills
  • recognition of the skills and human element of good VET teaching.