Perspectives on teacher attributes and practices that enhance Indigenous students' completion rates

This paper looks at the issue of Indigenous students' completion rates from the perspective of vocational education and training (VET) teachers and other key stakeholders. Three key stakeholders at TAFE NSW's Western Institute and New England Institute were interviewed to identify which teacher attributes and teaching practices were thought to help improve the Indigenous students' experiences and lead to higher completion of VET programs. Teachers at Western Institute and New England Institute were then surveyed to identify which of these attributes and practices respondents felt improved the Indigenous students' experiences and led to higher completion of VET programs. The author suggests that if completion rates for Indigenous students are to be improved, institutes should employ VET teachers who have the ideal teacher attributes and who value the teaching practices identified in this research. The author also suggests that institutes should facilitate professional development that focuses on the identified attributes and practices.

Edited excerpts from publication.

This paper looks at the issue of Indigenous students' completion rates from the perspective of vocational education and training (VET) teachers and other key stakeholders. Three key stakeholders at TAFE NSW's Western Institute and New England Institute were interviewed to identify which teacher attributes and teaching practices were thought to help improve the Indigenous students' experiences and lead to higher completion of VET programs. Teachers at Western Institute and New England Institute were then surveyed to identify which of these attributes and practices ...  [+] Show more