Leadership for mobilising change in educating teachers for further education and training

Tyler, Mark A. and White, Robert D. and Arden, Catherine H. ORCID: https://orcid.org/0000-0001-7034-8887 and Danaher, Patrick A. ORCID: https://orcid.org/0000-0002-2289-7774 (2008) Leadership for mobilising change in educating teachers for further education and training. In: Changing university learning and teaching: engaging and mobilising leadership, quality and technology. Post Pressed, Brisbane, Australia, pp. 5-24. ISBN 9781921214387


This chapter explores constraints and capacities in enacting leadership that seeks to mobilise change in educating teachers for Further Education and Training (FET), a complex and contested fields intersecting Technical and Vocational Education and Training. FET curriculum is located at the crossroads of competing expectations and priorities by multiple stakeholders, including government policy-makers, accreditation authorities, industry, students, teachers and teacher educators. Conceptualising, implementing and evaluating leadership and associated change that attend to and synthesise these stakeholders' perspectives is crucial to ensuring that FET teacher education is as effective, efficient, productive and potentially transformational as possible.
The chapter interrogates the authors' efforts to enact this kind of leadership for mobilising change in a single Australian university's FET programs. In particular, it draws on qualitative data from a 'FET Forum' with a large number of local stakeholders and the reflections of a non-participant observer, clustered around the two foci of curriculum and educators. The data analysis is framed by six dimensions of sustainable and transformational leadership distilled by the authors from current leadership research. These six dimensions are accompanied by specific suggested principles for enacting this kind of leadership in contemporary FET teacher education. These findings support the proposition that sustainable and transformational leadership is worth the potential risks associated with pursuing such leadership as a vehicle for engaging and mobilising productive change in FET learning and teaching. Those risks in turn highlight the unstable forces and competing discourses of current university work for which this leadership approach proffers possible strategies rather than guaranteed panaceas.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Deposited with blanket permission of publisher. Author retains copyright.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 11 May 2009 04:06
Last Modified: 12 Sep 2016 03:23
Uncontrolled Keywords: leadership; change; technical; vocational; education; training; VET; university leadership; teaching
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1301 Education Systems > 130108 Technical, Further and Workplace Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3903 Education systems > 390308 Technical, further and workplace education
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions
URI: http://eprints.usq.edu.au/id/eprint/5208

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