Conference themes
The conference will look at the changing roles of teachers and trainers in vocational education and training today. This includes full and part time trainers working in educational institutions and in the workplace. It also includes all those who play some role in supporting the learning of others, be it as a skilled worker, coach or mentor. The four major themes for the conference are introduced below. However proposals do not have to be limited to the themes.
Theme 1: Institutional, economic, and societal challenges to the role of trainers and teachers in vocational education and trainers
With the growing importance of initial and continuing learning in enterprises and the rapid introduction of new technologies, the role of trainers is changing. Research suggests that ever growing numbers of people are responsible for training as part of their work. This change is accompanied by increasing pressure for economies in training resulting from the economic recession.
At the same time the move towards more authentic work-based learning is changing the role and activities of trainers. A series of studies have talked of a move away from didactic classroom and workshop-based training towards facilitating enquiry-based learning.
Issues which could be explored under this theme include:
- Who are the trainers?
- What are the (new) roles of trainers?
- What are the implications of changing roles for trainers
- What are the implications for the professional development of trainers?
- How has the global economic recession impacted on the rile and activities of trainers
Theme 2: E-learning as a challenge for trainers, teachers, and learners in vocational education
E-Learning is increasingly impacting on training. Larger enterprises are developing in-house e-learning programmes for employees. The internet is increasingly being used for informal learning. Internet-based tools offer opportunities for accessing learning in the workplace and for communication. E-portfolios can be used to record and reflect on learning. Web 2.0 tools offer opportunities to develop customised multi-media materials to support training.
Issues which could be explored under this theme include:
- What is the impact of e-learning on training and trainers’ work?
- How can we best use e-learning to support trainers?
- How can we encourage and recognise informal internet-based learning?
- What examples are there of the effective use of e-learning either for the training of teachers and trainers or to support vocational education and training
- What is the potential of e-Portfolios for training?
Theme 3: New ways of learning and the re-definition of the role of trainers and teachers in vocational education
Studies and reports have documented a move away form classroom and work-based training towards work-based learning. Such learning is seen as being based on practice and thus developing applied work practice knowledge. Work based learning may also be more authentic and situated than classroom based training and may be more cost-effective in contributing to production processes.
At the same time some research suggests a move away from didactic training approaches towards the provision of coaching and mentoring.
Issues which could be explored under this theme include:
- Organising the work environment to support work-based learning
- Pedagogic approaches to work-based learning
- Work process knowledge and work-based learning
- Coaching and mentoring in the workplace
Theme 4: Professional development and HRD for changing roles of trainers and teachers
With an increasing recognition of the importance of trainers and training and changing roles for trainers, the initial and continuing professional development of trainers is also coming under scrutiny. Research suggests that structures and processes for training trainers are fragmentary and differ widely in different countries, regions and sectors. In most countries there are not mandatory standards or qualifications for trainers. It may be that most trainers rely on personal networks and informal learning for their professional development.
Issues which could be explored under this theme include:
- Competency and qualification structures and programmes of the training of trainers
- Opportunities for the continuing professional development of trainers
- Informal learning and self-directed learning for professional development
- Communities of practice and professional development
