{'fraction_non_alphanumeric': 0.016057091882247992, 'fraction_numerical': 0.003568242640499554, 'mean_word_length': 5.6, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Policy to practice: TAFE teachers’ unofficial code of professional conduct – Insights from Western Australia

Abstract Although there has been substantial research and reform in Vocational Education and Training (VET) over the past 30 years, it is argued that this has ostensibly had limited effectiveness on practices in TAFE colleges. Many policy changes during this period have not resulted in the requisite changed practices by TAFE teachers. This paper reports on an investigation of the concerns for TAFE teachers in Western Australia when carrying out their work functions in a changing VET environment. Using semi-structured interviews with 55 TAFE teachers from three colleges the study explored the everyday lives of this workforce, also known as VET practitioners. The issues which emerged were categorised in four broad themes: college administration systems, financial constraints, pedagogical skills and college management. In addition, TAFE teachers indicated that they were adopting an unofficial code of professional conduct using practices which may not necessarily align with organisational objectives.