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Teacher educators, like other curriculum developers make decisions and choices about what gets included into the programs which they teach. As a teacher educator in the field of [vocational education and training] VET method, I am often asked by stakeholders external to the university to account for what it is we do in our teacher education programs. Meantime my colleagues within the program ask what is it that I want the pre-service secondary teachers to know about VET. Unfortunately though this is all too often then followed up with ‘and you have got one session to do it’. This article provides a brief overview of what we attempt to cover in our Dip Ed Secondary pre-service teacher education program on the topic of VET and VET in schools.

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This paper summaries issues and identifies gaps that have arisen from the initial review of literature associated with the ‘Transition from VET to university: what are the pedagogical issues?’ research project. This is an on-going research project funded by [the National Centre for Vocational Education Research] NCVER. This study explores the pedagogical practices encountered by vocational education and training (VET) graduates making the transition into university programs. The research is looking to provide an evidence base for the development of strategies that will enhance the student’s experience of cross-sectoral transition. The aims of this project are in line with the recommendations of the Bradley Review and subsequent moves by Australian universities to attract VET graduates into undergraduate university programs. Amongst the gaps identified are: the need for direct findings devised from speaking with VET students going into higher education; evaluating the adaptability of VET students transitioning to the pedagogical practices utilized in higher education; and exploring whether the use of authentic learning tasks and assessment might be appropriate within first year higher education programs.

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