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

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