Best Practice Guidelines for RPL in ITE Programs

Action 9 in Priority Area 2 (Strengthening Initial Teacher Education) the National Teacher Workforce Action Plan notes the opportunity to ‘recognise previous study, work experience and skills that may be transferable to teaching’. The Action Plan views the use of quality RPL assessment processes as having the potential to contribute to accelerating the progress of candidates in ITE programs. While Higher Education Providers will have policies, procedures and guidelines governing the ways in which RPL is managed in their programs, the outcome of this project offers the opportunity for the development of a specific set of guidelines for use by ITE providers.

The objective of this multi method project is of importance for several compelling reasons. It strategically synthesizes multiple research methodologies, thereby yielding a comprehensive and robust foundation upon which the Best Practice Guidelines for RPL in ITE programs can be constructed. The combination of qualitative inquiry, quantitative analysis, and innovative social labs creates a methodological triangulation that enhances the depth, validity, and applicability of the resultant guidelines. It also enables key stakeholders within ITE to have a voice.