Search:
Computing and Library Services - delivering an inspiring information environment

Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Noel, Penny (2009) Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector. Teaching in lifelong learning: a journal to inform and improve practice, 1 (1). pp. 17-27. ISSN 2040-0993

[img]
Preview
PDF - Accepted Version
Download (149kB) | Preview

    Abstract

    Analysis of initial teacher training (ITT) student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE) college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly ‘FE-college centric’ and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach – and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context.

    ▼ Jump to Download Statistics
    Item Type: Article
    Subjects: L Education > LC Special aspects of education
    Schools: School of Education and Professional Development
    Related URLs:
    References:

    Burrows, J. (2008) Cross-context exchanges (report). Huddersfield: HUDCETT .

    Commission for Disabled Staff in Lifelong Learning (2008) From compliance to culture change: disabled staff working in lifelong learning. Leicester: NIACE.

    Eraut, M. (1994) Developing professional knowledge and competence. London: Falmer Press.

    Jones, C. (2007) Adult and Community Learning: Workforce Data 2007. London: ORC International.

    LLUK, (2004) Market Assessment. London: LLUK.

    Lunenberg, M., Korthagen, F., Swennen, A. (2007) ‘The teacher educator as role model’, Teaching and Teacher Education, Vol. 23, No 5, pp. 586-601. http://dx.doi.org/10.1016/j.tate.2006.11.001

    Noel, P. (2004) Retention and achievement in CPCET programmes: A report to the Consortium Steering Committee, Huddersfield: Consortium for Post-Compulsory Education and Training.

    Ofsted (2008) The initial training of further education teachers: Findings from 2006/07 inspections of courses leading to national awarding body qualifications, London: Ofsted.

    Parsons, D., Berry-Lound, D. (2004) Qualifications of Staff in LSC-funded Provision London: Department for Education and Skills/HOST Policy Research.

    Pye Tait (2007) WBL Workforce Data Analysis: Draft final report, Harrogate: Pye Tait.

    Robinson, D. (2005) Mentoring Pilot: Report to the Department of Education and Skills, May 2005 Huddersfield: Consortium for Post-Compulsory Education and Training.

    Thompson, R., Robinson, D. (2008) ‘Changing step or marking time: Teacher education reforms for the learning and skills sector in England’, Journal of Further and Higher Education, Vol. 32, No 2, pp. 161-173. http://dx.doi.org/10.1080/03098770801975330

    ASSOCiate Online (2008) ‘Implementation briefing 2b: Operation of the e-Mentoring system’. http://associate.hud.ac.uk/documents/PB005-Brief2b_e-Mentors.doc [accessed 28.7.08].

    DIUS/IfL/SVUK/LLUK (2008) ‘Evidencing the personal skills requirement for teachers, tutors and trainers in the lifelong learning sector’. http://www.lluk.org/evidencing-personal-skills-requirements-for-teachers-in-lifelong-learning-sector-16-july-2008.htm [accessed 20.7.08].

    LLUK (2008a) ‘Letter sent in March 2008 to principals and the management of FE and sixth form colleges’. http://www.lluk.org/documents/fewr_feletter_0408_v3.pdf [accessed on 17.7.08].

    LLUK (2008b) ‘The Workforce Strategy for the Further Education Sector in England, 2007-2012’. http://www.lluk.org/documents/the_workforce_strategy_for_the_further_education_sector_in_england_2007_2012_full_publication.pdf [accessed 17.7.08].

    LLUK (2008c) ‘Further Education Workforce Data for England: An Analysis of Staff Individualised Record (SIR) Data 2006/07’. http://www.lluk.org/documents/SIR_Data_Web.pdf [accessed on 17.7.08].

    LLUK (2008d) ‘Progress between 2003 and 2007 on the ‘Success for All’ qualified further education workforce target’. http://www.lluk.org/documents/Success_for_All_200607_results_final.pdf [accessed 20.7.08].

    Depositing User: Cherry Edmunds
    Date Deposited: 26 Jul 2011 11:58
    Last Modified: 14 Aug 2013 11:57
    URI: http://eprints.hud.ac.uk/id/eprint/11075

    Document Downloads

    Downloader Countries

    More statistics for this item...

    Item control for Repository Staff only:

    View Item

    University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©