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Bailey, Jayne and Browne, Liz (2009) The role of Middle Managers in the enhancement of staff professionalism for the Further Education system. Teaching in lifelong learning: a journal to inform and improve practice, 1 (2). pp. 54-63. ISSN 2040-0993
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Abstract
The Statutory Instrument of September 2007 approved as part of the regulatory powers of the Education Act (DfES, 2002) established regulations for a minimum undertaking of 30 hours’ Continuing Professional Development (CPD) for all teaching staff on a year-on-year basis. Seen as part of the professionalisation agenda for the Further Education (FE) sector, this regulation has placed additional responsibilities on the role of Middle Managers. Here we report on a small-scale research project based in one College of Further Education which set out to explore and better understand the role of Middle Managers in supporting the professionalisation agenda. The study determined to explore how Middle Managers, defined as those with operational rather than strategic roles, were supporting their colleagues whilst also trying to secure time for their own Continuing Professional Development (CPD). The impact of the IfL’s approach to dual professionalism is also explored.
▼ Jump to Download Statistics| Item Type: | Article |
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| Subjects: | L Education > LC Special aspects of education |
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| References: | Campbell, A., McNamara, O., Gilroy, P. (2004) Practitioner Research and Professional Development in Education. London: Paul Chapman. Cohen, L., Manion, L., Morrison, K. (2002) Research Methods in Education 5th ed. London: Routledge. Cunningham, B. (ed.) (2008) Exploring Professionalism. London: Bedford Way Papers. DfES (2002) Success For All: Reforming Further Education And Training. London: Her Majesty’s Stationery Office. DfES (2004) Equipping our Teachers for the Future. Norwich: TSO. DfES (2006) FE Reform: Raising Skills, Improving Life Chances. Norwich: TSO. Institute for Learning www.ifl.ac.uk [last accessed March 2009]. Keeley-Browne, E. (2007) Training to Teach in the Learning and Skills Sector. London: Pearsons. Sachs, J. (2003) Teacher Activism: Mobilizing the Profession Plenary Address to BERA 11-13th September, 2003. Stornach, D. (2002) The Reflective Practitioner: How Professionals Think in Action. London: Avebur. |
| Depositing User: | Cherry Edmunds |
| Date Deposited: | 27 Jul 2011 15:45 |
| Last Modified: | 23 Nov 2011 10:46 |
| URI: | http://eprints.hud.ac.uk/id/eprint/11092 |
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