Australian Transnational Vocational Education
Springer Nature Switzerland AG (Verlag)
978-981-96-0977-2 (ISBN)
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This book explores questions about the relevance of implementing curriculum in transnational vocational education, in situations where teachers are expected to maintain standards in a country for which it was not designed. It provides a situational model of curriculum implementation that explains the complexity of factors that influence teachers' enactment of the curriculum and how they engage in decision-making, problem-solving, and curriculum formation to overcome the constraints associated with implementation in transnational settings. It also proposes five improvements for strengthening the relevance, quality, and sustainability of transnational vocational education and the worth of vocational qualifications obtained by students internationally. This book serves as a helpful resource for teachers, curriculum developers, policymakers, educational managers, sponsors, students, regulators, academics, and anyone with an interest in transnational education, curriculum implementation, and/or teacher decision-making, as it provides a situational model of curriculum implementation and practical strategies for improving transnational programs in different teaching and learning contexts.
Dr Louise King is a Professor at Charles Darwin University, Australia, where she holds the Chair of the Academic Board and the position of Deputy Provost. Her principal role is to promote and sustain the highest quality standards in teaching, learning and scholarship as well as the University's academic freedom and interests. After an initial career in youth and community services, Louise’s academic leadership experience spans six universities and educational institutions across Australia and internationally. The work covered in this book is based on her experience and interest in the quality, relevance, and sustainability of transnational vocational education. Louise believes that countries such as Australia can assist other nations in accessing vocational education and training to build their workforce skills in their own countries, providing that provision accounts for cultural, societal, and institutional differences. These areas of interest have relevance to issues of educational equity and social justice internationally.
Introduction to australian transnational vocational education imperatives challenges and improvements for curriculum implementation.- Transnational education.- Curriculum implementation.- Investigating teachers experiences of curriculum implementation.- Influence of situational factors on curriculum implementation.- Influence of situational factors on teacher decision making and problem solving.- Curriculum remaking.- A situational model of curriculum implementation.
| Erscheinungsdatum | 19.12.2024 |
|---|---|
| Zusatzinfo | 2 Illustrations, color; 2 Illustrations, black and white |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Berufspädagogik |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Schlagworte | Contextualising curriculum • Curriculum conceptions • curriculum development • curriculum enactment • Curriculum factors • Curriculum implementation • curriculum models • Institutional Knowledge • Negotiating curriculum • Quality curriculum • Quality Education • Relevance and sustainability of transnational education • student readiness • teacher professional development • transnational education • vocational education |
| ISBN-10 | 981-96-0977-1 / 9819609771 |
| ISBN-13 | 978-981-96-0977-2 / 9789819609772 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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