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Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education

Orr, Kevin (2009) Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education. Teaching in lifelong learning: a journal to inform and improve practice, 1 (2). pp. 5-13. ISSN 2040-0993

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    Abstract

    In marked distinction from other sectors of education, around 90 percent of Further Education (FE) staff in England are employed untrained and complete their Initial Teacher Training (ITT) on a part-time in-service basis. By consequence, these staff sustain the dual role of employed teacher and teacher-trainee usually at the beginning of their career. This paper reports on a project funded by ESCalate which researched the dual roles and dual identities of employee and trainee on in-service FE teacher-training courses. It argues that the lack of a culture of pedagogical development in colleges along with the pressure for trainees to quickly cope with teaching can lead to conservative practice as expedience may be prioritised over flair. In response, the paper makes recommendations to enhance the experience and development of in-service teacher trainees.

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    Item Type: Article
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    L Education > LC Special aspects of education
    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
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    References:

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    Depositing User: Cherry Edmunds
    Date Deposited: 26 Jul 2011 16:43
    Last Modified: 14 Aug 2013 11:47
    URI: http://eprints.hud.ac.uk/id/eprint/11083

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