This program is divided into three sections:
1. This section introduces teachers to the concept of change in society, technology and industry through an examination of case studies of changes in technical education.
2. In this section participants may undertake different units which combine both specialist and professional elements, i.e. these units will impart skills and knowledge in a particular specialist area as well as appropriate methods of teaching these within the various specialist areas. Units offered for study within Section 2 are:
P.6.1 An Introduction to the Computer for Teachers of Trade Subjects
P.6.2 Theory and Practice of Portable Power Tools P.6.3 Automotive Electronics
P.6.4 New Products Review
P.6.5 Introduction to Numerical Control
P.6.6 The Safe Usage and Maintenance of Woodworking Machinery
P.6.7 Electronics for Electrical/Electronic Practices Teachers P.6.8 Woodturning
3. This section of the program consists of:
(i) an examination of the units undertaken as examples of change and innovation within technical education;
(ii) an examination of procedures for implementation of innovation within classrooms, schools, and the technical
education system. (Variable points)
In 1983, the first and third sections will be incorporated into each unit in order to conduct studies in each of these specialised fields as an integrated program.
P.7 Education Technology
This program is designed to integrate the theory and practice of educational technology so that participants can develop an under- standing of how to produce media, when to use it and for what purpose. The program covers the following areas: the historical development and major theoretical bases of educational technology; its relationship to curriculum development, the systematic approach to instructional design, mastery learning; a theoretical and practical study of basic photography and television in education; the selection, evaluation and utilisation of resource materials; graphics and design and production of media.
(16 points)
P.8.1 Curriculum Development (TAFE):
Implementation and Evaluation
This program is designed to enable teachers and administrators within the TAFE area of apprentice training to develop the skills to design and implement a coherent and systematic approach to
curriculum development. (9 points)
P.8.2 Curriculum Investigation and Evaluation
This program is designed to enable teachers to further develop their skills in the evaluation of subject curriculum units and programs. The program focuses on the participants' actual situation and encourages the application of various techniques in order to gather relevant information concerning an aspect of the subject curriculum. Applied projects are an integral part of the course and are designed to enable an evaluation to be designed and implemented. The final assignment, a report on the evaluation undertaken, will utilize the data gathered in the applied projects.
(9 points)
P.9 Specialist Studies Program
This program is designed for any candidate requiring points in the
specialist study field. It has been developed to provide participants with a variety of studies that will be relevant to both their technical and teaching needs and to enable them to learn the skills associated with:
(i) the latest theory and practice of their base and extended trade/technical background;
(ii) exploring and utilising resources;
(iii) widening their industrial experience and investigating the teaching strategies which relate to them.
It designs with the participants a framework to illustrate and emphasize the need for developing and updating their technical and teaching expertise and to provide them with self-directing learning approaches to enable them to achieve these needs.
The program consists of a compulsory, 30 hour preparatory section and a series of 20 hour modules. The purpose of the preparatory section is to provide the participant with the skills required to design and undertake the field experience segment and its accompanying report.
Each module has a 12 hour technical component and a related 8 hour field experience component which is followed up with a written report that inter-relates the two segments and outlines the educational and teaching implications, together with an evaluation of the content and processes involved.
The progress of each participant will be monitored and assessed by an Institute supervisor. The technical segment can be under- taken at the Institute or at other locations providing approval has been given by the appointed supervisor.
(Variable points - maximum 24)
P.11 Know Your Organization: A Guide to Action
This program is designed for teachers who are responsible for tasks and projects in addition to teaching; who wish to develop further understanding of the dynamics of organizations; and who wish to increase their personal skills for operating in their organizations.
The program will provide insights into the structures and processes of participants' educational organizations: TAFE colleges, technical schools or training organizations. The processes to be studied will include decision-making, delegation and communication. Emphasis will be placed on the development of skills for handling such practical problems as conflict, stress
and time management. (9 points)
Units
Strand 1: Teaching, Learning and the Curriculum
1.3 Specific Learning Disabilities 1.4 Remediation of Learning Disabilities 1.7 Student-centred Mastery Learning 1.8 Teacher Effectiveness Training
1.11 Teaching Mathematics in Trade Courses 1.12 Safety in the Workshop
1.13 Basic Surveying for Secondary Technical and TAFE Teachers
Strand 2: Communication in Education
2.1 Visual Communication — 1A 2.2 Visual Communication — 1B 2.3 Visual Communication — 1C 2.7 English for Specific Purposes 2.10 Applied Communication Skills
Strand 4: Education and Society
4.1 Technical Education in Contemporary Society 4.3 Education, Unemployment and the Schools 4.5 Technological Development and the TAFE Teacher 4.6 The TAFE Teacher in Special Education
4.7 Technical Education in South-East Asia
Strand 5: Project and Project Methodology
5.1 Project Methodology 5.2 Project
(Further details of these studies may be found in the Institute Programs and Units Booklet 1983.)