Papers by Jillian Downing
IGI Global eBooks, Apr 25, 2016
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘... more This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 20131. While the focus was on vocational teacher2 education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers. It is clear from the study that there has been recognition over the last ten years or more of the potential of Technical and Vocational Education and Training (TVET) for economic upliftment, poverty alleviation...
As one of the major contributors to the education sector in Australia, Vocational Education and T... more As one of the major contributors to the education sector in Australia, Vocational Education and Training (VET) operates within a number of contexts, including schools, private training providers and Technical and Further Education (TAFE) colleges. It takes responsibility for the continuing education of nearly two million students (from high school age to mature age) each year. Within VET there are approximately eighty thousand teachers employed, mostly on a part-time basis, delivering a wide range of courses (e.g., construction, hospitality, aged care, business, retail, tourism, arts, child-care) and catering for both employed students (e.g., apprentices) and pre-employment students. Unlike many other countries, teachers employed within the VET sector in Australia are not required to hold a degree in teaching, although a growing number are interested in pursuing a university degree in order to progress their career and professionalism. This paper considers four aspects of VET teache...
Amid a long-running debate over the need to lift teacher qualification levels in the vocational e... more Amid a long-running debate over the need to lift teacher qualification levels in the vocational education and training sector, a new study has provided fresh evidence that the higher the qualification level of a VET teacher, the better they are in the classroom. With the minimum requirement to teach in the VET sector a certificate IV, just 40 per cent of the sector’s 80,000-teacher workforce has a degree, often in their own industry area.
This chapter introduces [the reader] to the world of eLearning and to the issues involved in teac... more This chapter introduces [the reader] to the world of eLearning and to the issues involved in teaching in this environment. [The authors] will explore the very different forms of eLearning in [vocational education and training] VET and the kinds of tools that are available to [teachers]. [They] will also examine the types of preparation that are needed for eLearning environments including planning [the eLearning] environment, deciding on what teaching strategies will work effectively and planning for assessment. [The authors] will also explore the issues of copyright and cyber safety and security. The role of the teacher is crucial in eLearning situations and [this question will be explored in detail]. Finally this chapter focuses on [the teacher's] role in encouraging students to engage with technology as a way of developing and learning.
In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a ... more In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators' engagement within an online teaching environment. We reflect on findings from our pilot study (Author 2 & Author 1, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators' engagement . We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better underst...
The profile of students enrolled in higher education is changing rapidly. Compared to a generatio... more The profile of students enrolled in higher education is changing rapidly. Compared to a generation ago, students are likely to be older, juggling study with work and personal commitments and may well be the first in their family to attend university. These students arrive at university with a significant store of life experience but often filled with trepidation about their capacity to succeed academically. Despite their classification as ‘non-traditional’ students it is usually assumed that they will engage effectively with traditional approaches in the learning and teaching environment. Yet the high attrition rate amongst this cohort suggests that providers should be considering new ways to engage and retain these students. This study investigated an alternative pedagogical approach in a teacher-education course whose cohort consisted entirely of non-traditional students. Building on previous research on authentic learning, a set of applied learning design principles was created t...
The Australian Higher Education (HE) sector is currently engaged in a national discussion on lear... more The Australian Higher Education (HE) sector is currently engaged in a national discussion on learning and teaching and qualifications standards with universities being required to demonstrate how they meet and compare these standards with other universities. A variety of activities are underway across UTAS that if combined could lead to a very powerful and holistic approach to Quality Assurance (QA). A UTAS peer learning circle in collaboration with the Student Evaluation, Review and Reporting Unit (SERRU) and Tasmanian Institute of Learning & Teaching (TILT) wish to identify, share, support and develop ‘best practice’ QA for the benefit of all stakeholders. This will be achieved by identifying exemplars of best practice at the grass roots level and distilling this into an easily accessible support resource. A consistent, minimum standard of reporting that is supported, streamlined and simplified through shared templates, tools and expertise will improve QA across the University.
Australian Journal of Teacher Education, 2018
This paper draws on the work of Helen Timperley (2015) who suggests there are six clear enablers ... more This paper draws on the work of Helen Timperley (2015) who suggests there are six clear enablers that support educators to have professional conversations: processes, resources, culture, knowledge, relationships, as well as context. This purpose of this paper is twofold: first, it describes how weekly web conferences that were offered for online initial teacher education students (ITES) were designed with due consideration for Timperley's enablers for professional conversations; and second, it reports on student experiences of the ways in which the web conferences served to support professional conversations. In order to understand the complex and multifaceted ways that web conferences served to facilitate ITES engagement in professional conversations, data is drawn from thirty-two online ITES enrolled in a capstone unit in their final semester of study in a teacher education course. Using a descriptive mixed-methods case study approach, the ITES completed questionnaires, participated in follow-up interviews and completed their assessment tasks to shed insight into the impact of the web conferences. The findings reveal the powerful ways that the web conferences allowed the students to participate in meaningful professional conversations and helped develop the professional attributes expected of graduates. Importantly, the study revealed that ITES perceived that the web conferences prompted a deeper level of engagement, satisfaction and sense of achievement than alternative activities, including face-to-face tutorials. Background and Context This paper explores the ways in which teacher educators can support initial teacher education students (ITES), with a particular focus on those studying online, to understand the theory and practice of professional conversations. For the purposes of this paper, we draw on the work of Helen Timperley (2015), who was commissioned by Australian Institute of Teaching and School Leadership (AITSL) to undertake a literature review to draw together national and international research in relation to conversations that support professional growth. Timperley defines 'professional conversations' as "the formal and informal dialogue that occurs between education professionals including teachers, mentors, coaches, and school leaders and is focused on educational matters" (p. 6).
Australian Journal of Teacher Education, 2016
This paper reports on a practicum partnerships pilot project between local schools and a teacher ... more This paper reports on a practicum partnerships pilot project between local schools and a teacher preparation program in a medium sized regional university. Whilst addressing recent governmental recommendations for improvements in the teacher education practicum, the project also sought greater suitability by connecting the professional skills of experienced design technology practitioners to school capability requirements, and flexibility by moving from an established block time model to negotiation between school needs and part-time student availability. Despite some local success, the project raised questions of scalability and sustainability, and more significantly transferability to a fully online environment with geographically dispersed students. The findings have implications for providers of teacher-education programs as they seek to enhance graduate capabilities and respond to national accreditation pressures.
Journal of Adventure Education and Outdoor Learning, 2016
International Journal of Training Research, 2017
Welcome to this Special Edition of the International Journal of Training Research, with the theme... more Welcome to this Special Edition of the International Journal of Training Research, with the theme of VET Teaching and Teacher Education. Within this edition are six articles, each addressing a particular aspect of the central theme, and I hope you enjoy engaging with all of them. This Special Edition is the culmination of a number of activities beginning in 2010 when Professor Erica Smith, one of Australia's champions of Vocational Education and Training (VET) teacher education, instigated the creation of a VET working group that would sit within the Australian Council of Deans of Education (ACDE). Erica circulated a plea to all deans of education in Australian universities, asking them to nominate their VET teacher-educator (if they had one!) to join our group. For me, as the sole VET teacher-educator at the University of Tasmania, it was wonderful to connect with like-minded peers across Australia, all of whom are passionate about the value of VET teacher education and the need for it to remain part of the offerings in our universities. Since that time, Australian Council of Deans of Education Vocational Education Group (ACDEVEG) (as we became known) has worked collaboratively on a number of activities, from representations to the Productivity Commission's research into the VET workforce, to responses to federal government inquiries, and providing support and advice to each other in our mission to encourage and strengthen VET teacher education. Our group represents a wonderful example of would-be competitors working together for the betterment of a common cause. In Melbourne in 2015, ACDEVEG organized its first national VET conference. The conference marked a long-overdue return to such an event, with the previous one being held in Coffs Harbour in 1996. The 2015 conference was a great success, with delegate numbers quickly reaching our venue-enforced limit of 100 and spilling over to a waiting list. It confirmed what we suspected: teachers, trainers, researchers, teacher-educators, employers and government agencies all wanted to connect, share and learn from each other. The 2015 conference was the catalyst for this Special Edition, with the majority of the articles being presented at that time. The success of the 2015 VET Conference ensured that it would once again become an annual event, with 2016 seeing us reconvene in Sydney, while this year, in December, we will gather in Brisbane. The 2015 VET conference was special in another way, and that was its celebration of the life of Ros Brennan Kemmis, one of our most loved and respected members of ACDEVEG, who had passed away earlier that year. It is with great honour that we dedicate this Special Edition to her memory. Erica Smith, a long-time friend and colleague of Ros, contributed the following passage to the 2015 Conference Program: Ros spent her entire life involved with multiple sectors of education with a passion for public education and social justice for all. She was dedicated to adult literacy in the 1980s, including working with prisoners to improve their literacy as well as running a family literacy 'bus'-which led her to become involved in VET, with a great interest in VET teacher education. Ros was an inspired teacher in face-to-face and distance education at Charles Sturt University (CSU). She developed amazing rapport with distance and online students, supporting them with her great and deep knowledge as well as warmth, patience and practical help. She visited many Technical and Further Education (TAFE) colleges around New South Wales (NSW) to set up support for the TAFE teachers, who were often struggling with a new job as a TAFE teacher as well as university study. She wrote many subjects and components for the suite of VET courses offered at CSU.
The Future of Educational Research, 2014
Engagement in the educational context is a fundamental principle that underpins the relationships... more Engagement in the educational context is a fundamental principle that underpins the relationships and interactions among teachers, students, and resources. This simplistic stance belies the complexities of those relationships and the individual components. Each of the components has multiple characteristics and dimensions that add to the complex nature of learning and teaching, which may vary for different levels of schooling.
The Teacher Educator, 2013
With a view to attracting more students and offering flexible learning opportunities, online teac... more With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized “at-elbow” support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study.
Australian Journal of Teacher Education, 2013
In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a lens... more In this conceptual paper, we draw upon Pittaway's (2012) Engagement Framework, using it as a lens through which to examine the personal, professional, academic, intellectual and social dimensions of teacher educators' engagement within an online teaching environment. We reflect on findings from our pilot study (Downing & Dyment, 2013) and draw on key literatures in the fields of higher education, teacher education and online teaching to explore the various dimensions of the Engagement Framework, particularly as they relate to teacher educators' engagement. We offer recommendations for teacher educators to consider as they contemplate the move to online preparation of pre-service teachers. Our paper concludes with the recognition that for teacher educators to feel engaged in the online learning environment, they must be confident that it offers an engaging and effective form of learning for pre-service teachers. This paper will help teacher educators to better understand how to engage with the growing phenomenon of online preparation of pre-service teachers.
Online Postgraduate Education in a Postdigital World
The challenge to provide engaging, effective learning environments for university students is per... more The challenge to provide engaging, effective learning environments for university students is perhaps greater now than ever before. While the ‘anytime, anywhere’ online learning environment appeals, students also need a learning environment that encourages and retains their engagement. A new teacher-education program with an explicit focus on applied learning commenced at the University of Tasmania in 2011. The fully online course aims to provide an authentic, engaging environment for the students, who are primarily mature-aged, in-service teachers in TAFE colleges. This paper describes the applied learning design principles created to guide the course development and delivery, and the initial findings of a doctoral study being undertaken to examine their effectiveness. The research aims to provide a set of tested design principles to encourage and support an applied learning approach in online teacher-education courses, and more broadly in higher education.
The Journal of Continuing Higher Education
The proportion of Australian students enrolling in a fully distance, online mode has been increas... more The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practice in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience and be less inclined to leave early. Keywords: Initial teacher education, online, student voice, student engagement, qualitative method
The Journal of Continuing Higher Education, 2021
The proportion of Australian students enrolling in a fully distance, online mode has been increas... more The proportion of Australian students enrolling in a fully distance, online mode has been increasing over the past decade across a range of courses, including initial teacher education (ITE). The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practice in the online learning space. Our research tracked the experiences of nine ITE students through a series of interviews before, during, and at the conclusion of a 13-week semester, enabling us to gain valuable insights into the factors that contributed to student engagement throughout this length of time. Our findings offer some pragmatic suggestions for successfully “hosting” these students as they join and participate in the teacher education community. Using the analogy of hosting a party, we propose ways to effectively welcome online students into their learning community, encourage them to participate, enjoy the experience and be less inclined to leave early.
Keywords: Initial teacher education, online, student voice, student engagement, qualitative method
It is both epistemologically, as well as ethically, problematic if the autistic voice is not hear... more It is both epistemologically, as well as ethically, problematic if the autistic voice is not heard in relation to social scientific research seeking to further develop knowledge of autism. Ever since autism first emerged, it has remained medicalised and almost exclusively the preserve of non-autistic researchers. More recently autistic individuals have begun to contribute to autism research. However, the vast majority of research in autism is still undertaken on autistic people, rather than with them, and is often not concerned with improving the day-today lives of people with autism. We discuss the concepts of participatory research and emancipatory research before presenting a draft framework for what we regard as truly inclusive research in autism. Our proposals are firmly based on ideas developed by the members of a universitybased group of autistic adults (the Asperger's Consultation Group) as well as the knowledge and experience of the other contributors.
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Papers by Jillian Downing
Keywords: Initial teacher education, online, student voice, student engagement, qualitative method
Keywords: Initial teacher education, online, student voice, student engagement, qualitative method