Teachers are faced with a range of challenges, Braithwaite suggests, including \u201cthe loss of experienced teachers, reliance on a casual workforce, poor rates of pay and low morale.\u201d There are also recruitment, retention and career pathways issues to contend with.<\/p>\n

Valerie points out that \u201ccommitted teachers and providers are doing an extraordinary job keeping the sector going in spite of the problems it is experiencing.\u201d Waters and Guthrie highlight a good news side of all this.<\/p>\n

In the Quality of Teaching project \u2013 coordinated through the VDC \u2013 that Waters and Guthrie were part of, they<\/p>\n

\u201cfound teachers\u2019 practical experiences in the transformative nature of learning differs from theory in oftentimes small, but important ways. The project found teachers are responsible for translating training package content into constructive and meaningful outcomes for students and employers.\u201d<\/p>\n

Quality teaching was also about the transformative process of \u201ctaking students on a journey for work (and other destinations) and changing careers and lives.\u201d<\/p>\n

For the educators in community education programs the studies found that:<\/p>\n

\u201cThey use a range of methods to engage students in transformative experiences, which are mostly conversational and action-orientated (role playing, simulations, problem-based learning, action research and work experience, for example), starting with a disorientating dilemma, to disrupt thinking and promote debate and reflection about the issue.\u201d<\/p>\n

Indeed, \u201cWaters and Guthrie heard from teachers in different areas of VET that transformative learning is occurring to some degree across the sector as they shape their students\u2019 attitudes, mindsets and identities for an occupation, career and for life, although they do not name it as such.\u201d<\/p>\n

This is all good things, so\u2026.<\/p>\n