Changing patterns of work amongst Australian adult educators in vocational education and training: data

This dataset is one output of an ARC Discovery Project that investigated the impact of government reform and institutional restructuring in schools and technical and further education in Victoria in the 1990s. The project looked at the impact of the National Training Reform Agenda and Schools of the Future (Victoria) on teaching and managing in TAFE colleges and secondary schools. Chief investigators Terri Seddon and Lawrence Angus, assisted by Peter Rushbrook and Lynton Brown, designed a questionnaire to examine the changing relationship between education and training and, in particular, the changing nature of educational practice. From 1995-1996 data was collected from approximately 30 interviewees at a Victorian TAFE institute. Data from interviews was transcribed and analysed to provide a snapshot of issues such as: the demands of changing work practices; how managers lead educational reform; and the different responses of individual disciplines to competency based training and organisational development, including negotiation of resources as well as the treatment of different departments during the restructure process, with some privileged and others excluded. Analysis of the data illustrates some of the effects of the changing educational context on teachers and their work. It also provides a frame of reference for thinking about the implications of these kinds of contextual changes for teacher professionalism.

本数据集为澳大利亚研究理事会（Australian Research Council, ARC）发现项目的产出之一，该项目探究了20世纪90年代维多利亚州学校与技术与继续教育（Technical and Further Education, TAFE）领域的政府改革与机构重组的影响。本项目聚焦于《国家培训改革议程》（National Training Reform Agenda）与《维多利亚州未来学校计划》（Schools of the Future (Victoria)）对技术与继续教育学院及中学的教学与管理工作的影响。首席研究员特丽·塞登（Terri Seddon）与劳伦斯·安格斯（Lawrence Angus），在彼得·拉什布鲁克（Peter Rushbrook）与林顿·布朗（Lynton Brown）的协助下，设计了一份问卷，用以考察教育与培训之间关系的演变，尤其是教育实践的本质变迁。1995年至1996年间，研究团队从维多利亚州某技术与继续教育学院的约30名受访者处采集了数据。访谈内容经转录与分析后，形成了对以下议题的全景式呈现：不断变化的工作实践带来的要求、管理者如何主导教育改革、各学科个体针对能力本位培训（Competency Based Training）与组织发展的差异化响应——包括资源分配协商，以及机构重组过程中不同院系的待遇差异：部分院系获得优待，其余则被排除在外。数据分析阐明了不断变化的教育环境对教师及其工作产生的部分影响，同时也为思考此类环境变化对教师专业素养的启示提供了参考框架。