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This paper reviews ideas and concepts that provide a framework for facilitating the work-related learning of adult educators. The site of the study is the 'higher degrees (by project) research program' at a Victorian dual sector university. This paper assumes that there are concepts from within adult education that can and have been used in this program. The participants are adult educators who mainly work in the VET sector, and work-based practitioners involved in organisational learning and change projects. The discussion includes 'conceptions of work-related learning', 'conceptions of practice', 'communities of practice', and 'practices and processes of practitioner research'. Show less

This paper examines the concept of practitioner research, a kind of collaborative research between academics and vocational education and training (VET) practitioners in the Australian VET sector. The paper describes the types of practitioner research that have been developed, and the reasons behind the re-emergence of interest in this research. It explains the seven conceptions of practice that are frequently used as frameworks in post-graduate research studies of educational practice within VET, and outlines some areas of research currently being undertaken at the post-graduate level at the Royal Melbourne Institute of Technology (RMIT).

The collected conference papers are indexed at TD/TNC 76.451 and TD/TNC 76.452. Selected individual papers are indexed from TD/TNC 76.453 to TD/TNC 76.480. Show less

This paper reports on a research study that was undertaken with vocational education and training (VET) staff in a dual sector university. The study involved a cohort of 15 VET practitioners who negotiated authentic work based projects as part of their professional development and for academic credit. The agreed outcomes of each project involved writing up a project report, compiling a folio of work-related artifacts and products, and a presentation. The findings of the study identified five variations on the initial basic design, developed a template for writing up proposals, developed a basic report template, and developed a recognition of prior learning (RPL) statement and policy.

The collection of refereed papers is indexed at TD/TNC 73.622; individual refereed papers are indexed from TD/TNC 73.623 to TD/TNC 73.650. The collection of non refereed papers is indexed at TD/TNC 73.651; non-refereed papers are indexed from TD/TNC 73.652 to TD/TNC 73.680. Show less

This paper reviews six different conceptualisations of practice deemed relevant to the work of VET [vocational education and training] practitioners. Certainly each of these carries significant implications for learning, teaching, curriculum, professional development and practitioner research in this sector of education. While a complete synthesis of the conceptions is considered impractical, an argument is offered in support of a selective and 'strategic eclecticism'. The paper begins a discussion drawing on selective aspects of each conceptualisation.

Published abstract.

The collection of refereed papers is indexed at TD/TNC 73.622; individual refereed papers are indexed from TD/TNC 73.623 to TD/TNC 73.650. The collection of non refereed papers is indexed at TD/TNC 73.651; non-refereed papers are indexed from TD/TNC 73.652 to TD/TNC 73.680. Show less

This paper reports on research into the professional development of VET [vocational education and training] teacher practitioners that occurs through the completion of authentic work-based projects. The projects of the participants were undertaken in the designated project based subject/s of a Graduate Diploma program. This research analyses and documents these projects for the purpose of identifying and negotiating a future RPL [recognition of prior learning] pathway. Getting due recognition for work-based projects is the right of all learners within the VET sector. However most successful for gaining credit and RPL into university based programs are pre-arranged credit pathways that are negotiated and agreed to by the stakeholders.

Published abstract reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less

This paper offers a framework to guide [vocational education and training] VET teachers who are taking up postgraduate study as practitioner researchers. This framework is intended as a heuristic and pedagogical device that will provide scaffolding to orientate VET practitioner researchers. The framework is a resource. It allows practitioners to locate their investigations within existing bodies of knowledge and research. The intention is to decrease the practitioner's feelings of alienation with respect to postgraduate research by them being able to find connections between their experience of teaching practice and existing areas of research. The framework provides one possible arrangement of some of the significant aspects of these teachers' work and their learning. It also provides a place to begin thinking about the work-related learning of VET teacher practitioners.

Published introduction reprinted by the permission of the copyright owner.

The volumes from which this paper is taken are indexed from TD/TNC 77.351 to TD/TNC 77.353. Individual papers are indexed from TD/TNC 77.354 to TD/TNC 77.437. Show less