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Restrictive Practice: The Work-Based Learning Experience of Trainee Teachers in English Further Education Colleges

Orr, Kevin and Simmons, Robin (2011) Restrictive Practice: The Work-Based Learning Experience of Trainee Teachers in English Further Education Colleges. Journal of Workplace Learning, 23 (4). pp. 243-257. ISSN 1366-5626

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      Abstract

      This paper focuses on the work-based learning (WBL) experience of teachers in training at further education (FE) colleges in England. These trainee teachers are initially employed by colleges as unqualified practitioners and are then expected to undergo training whilst in work; they generally attend an initial teacher education (ITE) course, usually delivered at their own college, for three hours a week over two years. As discussed more fully below, the significant difference between the experience of school teachers and FE teachers is that the initial training of the great majority of FE teachers is in-service. WBL, as illustrated by the experience of these trainee teachers, covers a spectrum from formally structured provision to relatively informal and unstructured learning (Eraut 2000; Colley et al 2003). The focus of this paper, however, reflects that of both McNally et al. (2008) and of Hoekstra et al. (2008), who studied the informal of teachers working in schools. As with this study Hoekstra et al. (p278) examined “learning that lacks systematic support explicitly organized to foster teacher learning.” Similarly, Coffield’s (2008: 7) definition of learning which “only refers to significant changes in capability, understanding, knowledge, practices, attitudes or values” informed our study, as did his view that not all learning may be considered as worthwhile or good. Using Fuller and Unwin’s (2004; 2006; 2008) work on expansive and restrictive learning environments as a reference point, and drawing on data from a small-scale qualitative research project conducted in two colleges, the paper problematises the position of FE colleges as employers and developers of their teaching staff.

      Item Type: Article
      Subjects: L Education > L Education (General)
      L Education > LB Theory and practice of education > LB2361 Curriculum
      L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
      L Education > LF Individual institutions (Europe)
      Schools: School of Education and Professional Development
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
      Related URLs:
      Depositing User: Kevin Orr
      Date Deposited: 24 May 2011 11:58
      Last Modified: 06 Aug 2013 12:05
      URI: http://eprints.hud.ac.uk/id/eprint/10502

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