Teacher professional development under the impact of internationalization in VET

This chapter addresses the professional learning needs of teachers in the vocational education and training (VET) sector under the changed circumstances of internationalization and international student mobility. International education is Australia's largest service export, contributing over 16 billion dollars to the national economy annually. Australian VET teachers are facing significant professional challenges to engage with pedagogical issues in teaching international students. However, there has been a lack of research on how teachers are equipped to effectively cater for...  [+] Show more

This chapter addresses the professional learning needs of teachers in the vocational education and training (VET) sector under the changed circumstances of internationalization and international student mobility. International education is Australia's largest service export, contributing over 16 billion dollars to the national economy annually. Australian VET teachers are facing significant professional challenges to engage with pedagogical issues in teaching international students. However, there has been a lack of research on how teachers are equipped to effectively cater for international students and respond to the demands of internationalization in VET through professional development. Drawing on empirical research and positioning theory, this chapter analyzes the impact of the presence of international students on VET teachers' professional learning needs and practices.

The findings suggest the need to systemically and explicitly support substantive professional learning with regard to approaches to engaging and teaching international students. The findings in particular show teachers' aspiration for deep and responsive capacity building and professional learning concerning three primary areas including understandings of international students' backgrounds and motives for undertaking Australian VET, currency with research on international students, and capacity to develop pedagogies responsive to this cohort. Professional learning centered on these areas is essential to foster conditions for the generation of a more truly student-centered and international student-responsive practices among teachers.

Published abstract.