1. Rod Mason, Skills Institute, Hobart, Tasmania rod.mason@skillsinstitute.tas.edu.au

2.  This presentation: ◦ Part of an exploratory research study that was undertaken in 2011.  Purpose: ◦ Investigate the approaches to traditional trade apprentice teaching and learning in the Tasmanian Skills Institute (TSI).

3.  Tasmanian VET landscape changed in 2009.  Tasmania Skills Institute (TSI) evolved.  TSI focuses on employment-based training.  Largest provider of apprenticeship training in Tasmania.  Entire workforce (N=380).  Traditional trade teachers (N=204).  12 Industry Skill Groups (ISGs): allied trades, automotive, bakery, butchery, cookery, construction, electrical, hair dressing, metals/manufacturing, mining, motor body, natural resources.

4.  Pedagogy ◦ The various teaching and learning strategies used by teachers in off- and on-the-job learning contexts.  Off-the-job: ◦ Attend campus one day per week and/or block release and/or evening classes. ◦ Didactic and participative methods are the 2 most common forms of pedagogy. ◦ Lock-step delivery. ◦ Flexible (or blended) delivery.  On-the-job: ◦ Guidance and support achieved through coaching.  Pedagogical preferences ◦ Teachers typically develop their own theories of learning style. ◦ Completion of a Cert IV level VET teaching qualification may not equip teachers with appropriate teacher skills. ◦ Innovative approaches require knowledge beyond Cert IV level.

5.  What teaching strategies are used by apprentice trainers?  Why are these strategies favoured by these trainers?

6.  QUANTITATIVE: ◦ Internet-based survey comprising 40 questions about teacher demographics, qualifications and experience, off- the-job teaching, on-the-job teaching, use of flexible approaches in teaching. ◦ 49 out of a possible 204 responses were obtained.  QUALITATIVE : ◦ 11 semi-structured interviews. ◦ Systematic sampling technique. ◦ 13 questions about teaching strategies adopted and why? Impact on teaching of having completed a Cert IV level teaching qualification, experiences/reflections having been a trade apprentice.

7.  Majority of apprentices are required to attend campus.  Traditional lecture/formal presentation is still popular.  Generally, teachers use a range of learning strategies in the classroom.  Dependent and/or independent use of workbooks.  Classroom learning is a precursor to practical training that follows in the workshop/simulated workplace.  Practical demonstrations are followed by hands-on practise (apprentices either work on their own and/or in groups).  Some evidence of lock-step approaches to teaching.  Evidence of flexible delivery (e.g. entirely-on-the-job, CD_ROMs, on-line, self-directed work books).  Some evidence of more innovative strategies being used (e.g. computer-based games, interactive DVDs).

8.  What had worked well in the past rated highest which was found to be closely linked with a teachers personal preference: ◦ Teacher’s own experience as an apprentice was a strong contributing factor.  Established practices within teaching teams rated second highest.  External factors such as the demands of industry.  Impact on teachers of having completed a Cert. IV level teaching qualification varied. ◦ Only slightly more than half surveyed found it helpful.  There was no clear indication that completion of a qualification beyond Cert IV level will result in the use of more innovative strategies. ◦ Established teaching practices are more likely to be the precursor.

9.  Extent of variation in teaching strategies used by teachers within the same teaching team.  In nearly all cases, apprentices are required to use a self-paced workbook.  When training is delivered entirely on-the-job, teachers struggle to get their apprentices to complete self-paced workbooks.  There is some evidence that lock-step approaches to teaching is occurring.  Some teachers have been forced to modify their practice to accommodate the demands of industry.  Completion of a Cert IV teaching qualification was shown to have minimal impact on teaching practice.

10.  Lock-step approaches to teaching in the classroom. ◦ Deliberate move back to lock-step in the Construction ISG. ◦ Is this return to traditional teaching methods also occurring in other ISGs?  Use of self-paced workbooks when training is conducted entirely on-the-job. ◦ Apprentices struggle to complete them. ◦ What more can be done here?