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Abstract
In an environment characterised by increasing complexity where teachers need to make sophisticated pedagogical decisions the minimum requirement for teaching in Australian Vocational Education and Training (VET) is a Certificate IV in Training and Assessment (CIV TAA). This paper asks: Does the CIV TAA provide opportunities for participants to develop the knowledge bases required of professional teachers? Competency outcomes of the CIV TAA and nationally endorsed learning resources are compared with twelve knowledge bases proposed by Turner-Bisset (2001) to conclude that the cognitive levels of knowledge development are consistent with description and application. There is an absence of critique, and, strong theoretical or conceptual foundations. VET teachers bring some knowledge bases to their practice and are provided with varying levels of opportunity to develop other knowledge bases in completing the CIV TAA. It is concluded that the potential for the development of pedagogical content knowledge that differentiates the novice from the expert is doubtful.
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Notes on contributors
Ian Robertson
Ian Robertson is Senior Lecturer at RMIT University. Email: [email protected]
