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
122.pdf - Accepted Version
Download (132kB) | Preview
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.▼ Jump to Download Statistics
|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
Avis, J. (2007) Education Policy and Social Justice. London: Continuum.
Bailey, B. (2007) ‘The Establishment Of Centres For The Training Of Teachers In Technical And Further Education In England, 1933-1950’, Journal of Vocational Education and Training Vol. 59, No. 3, pp. 279-294. http://dx.doi.org/10.1080/13636820701520260
Boud, D., Solomon, N. (2003) ‘“I Don’t Think I Am A Learner”: Acts Of Naming Learners At Work’, Journal of Workplace Learning Vol. 15, No. 7/8, pp. 326-331. http://dx.doi.org/10.1108/13665620310504800
Coffield, F. (1999) ‘Breaking the Consensus: Lifelong Learning As Social Control’, British Educational Research Journal Vol. 25, No. 4, pp. 479-499. http://dx.doi.org/10.1080/0141192990250405
Department for Education and Skills (DfES) (2002) Success for All: Reforming Further Education and Training. London: Stationery Office.
Department for Education and Skills (DfES) (2006) Further Education: Revising Skills, Improving Life Chances. London: HMSO.
Dixon, L., Jennings, A., Orr, K., Tummons J. (2008) ‘Dominant Discourses Of Pre-Service Teacher Education And The Exigencies Of The Workplace: An Ethnographic Study From English Further Education’. Paper presented at BERA Conference 3-5 September 2008. Heriot-Watt University, Edinburgh.
Eraut, M. (2004) ‘Informal Learning In The Workplace’, Studies in Continuing Education Vol. 26, No. 2, pp. 247-273. http://dx.doi.org/10.1080/158037042000225245
Institute for Learning (IfL) (2009) website available online at www.ifl.ac.uk [last accessed 26 July 2009].
Keep, E. (2006) ‘State Control Of The English Education And Training System – Playing With The Biggest Train Set In The World’, Journal of Vocational Education and Training Vol. 58, No. 1, pp. 47-64. http://dx.doi.org/10.1080/13636820500505819
Lave, J., Wenger, E. (1991) Situated Learning. Cambridge: Cambridge University Press.
Lucas, N. (2007) ‘Rethinking Initial Teacher Education For Further Education Teachers: From A Standards-Led Approach To A Knowledge-Based Approach’, Teaching Education Vol. 12, No. 1, pp. 1-17. http://dx.doi.org/10.1080/10476210701325077
Lucas, N., Unwin, L. (2009) ‘Developing Teacher Expertise At Work: In-Service Trainee Teachers In Colleges Of Further Education In England (Paper)’, Institute of Education, University of London.
Ofsted (2003) The Initial Training of Further Education Teachers: A Survey. HMI 1762. London: Ofsted.
Orr, K. (2008) ‘Room For Improvement? The Impact Of Compulsory Professional Development For Teachers In England’s Further Education Sector’, Journal of In-Service Education Vol. 34, No. 1, pp. 97-108. http://dx.doi.org/10.1080/13674580701832627
Rainbird, H., Fuller, A., Munro, A. (Eds) (2004) Workplace Learning in Context. London: Routledge.
Robson, J., Bailey, B., Larkin, S. (2004) ‘Adding Value: Investigating The Discourse Of Professionalism Adopted By Vocational Teachers In Further Education Colleges’, Journal of Education and Work Vol. 17, No. 2, pp. 183-195. http://dx.doi.org/10.1080/13639080410001677392
Simmons, R. (2008) ‘Golden Years? Further Education Colleges Under Local Authority Control’, Journal of Further and Higher Education Vol. 32, No. 4, pp. 359-371. http://dx.doi.org/10.1080/03098770802395579
Simmons, R., Thompson, R. (2007) ‘Aiming Higher: How Will Universities Respond To Changes In Initial Teacher Training For The Post-Compulsory Sector In England?’, Journal of Further and Higher Education Vol. 1, No. 2, pp. 171-182. http://dx.doi.org/10.1080/03098770701267663
Viskovic, A., Robson, J. (2001) ‘Community And Identity: Experiences And Dilemmas Of Vocational Teachers In Post-School Contexts’, Journal of In-Service Education Vol. 27, No. 2, pp. 221-236. http://dx.doi.org/10.1080/13674580100200156
|Depositing User:||Cherry Edmunds|
|Date Deposited:||26 Jul 2011 15:43|
|Last Modified:||14 Aug 2013 10:47|
Downloads per month over past year
Repository Staff Only: item control page