Broad, Janet (2010) Organisational approaches to the 'professionalisation' agenda: planning the provision of the new ITE qualifications for the FE sector. Teaching in lifelong learning: a journal to inform and improve practice, 2 (1). pp. 23-34. ISSN 2040-0993
|PDF - Published Version |
Download (145kB) | Preview
Situated within the context of policy change in the Lifelong Learning Sector, this article is based on the LONCETT (London Centre for Excellence in Teacher Training) research strand exploring organisational responses to policy challenges and the impacts on the delivery of Initial Teacher Education (ITE) for the sector. It builds on and further develops three themes reported in year one (Wooding, 2007): impact of the new requirements for QTLS/ATLS; impact on delivery patterns and organisational collaboration; and organisational responses to existing staff first employed prior to 2007. Findings suggest a positive view of the new qualifications in terms of enhancement of teachers’ professional standing. Nevertheless, the introduction of three levels of qualification: preparing to teach, certificate, and diploma in teaching have caused confusion, especially in light of the proliferation of job specifications, titles and practices within Further Education (FE) noted by Gleeson, Davies and Wheeler (2005).▼ Jump to Download Statistics
|Subjects:||L Education > LC Special aspects of education|
(1992) Further and Higher Education Act. England.
(2007a) The Further Education Teacher's Qualifications 2264. England.
(2007b) The Further Education Teachers' Continuing Professional Development And Registration Regulations, 2116. England.
Alaszewski, A. (2006) Using Diaries For Social Research. London: Sage publications Ltd.
Cohen, L., Manion, L., Morrison, K. (2007) Research Methods In Education. 6th ed. London: Routledge.
DfES (2002) Success For All: Reforming Further Education And Training. London: HMSO.
DfES (2004) Equipping Our Teachers For The Future. London: HMSO.
DfES (2005) Skills: Getting In Business, Getting On At Work. London: DfES.
DIUS (2007) World Class Skills: Implementing The Leitch Review Of Skills In England. London: HMSO.
Fletcher, M., Owen, G. (2005) The Funding Gap: Funding In Schools And Colleges For Full-Time Students Aged 16-18. London: LSDA.
Foddy, W. (1993) Constructing Questions For Interviews And Questionnaires: Theory And Practice In Social Research. Cambridge: Cambridge University Press.
Fuller, A., Unwin, L. (2003a) Expanding Learning In The Workplace: Making More Of Individual And Organisational Potential. Leicester: NIACE.
Fuller, A., Unwin, L. (2003b) ‘Learning As Apprentices In The Contemporary UK Workplace: Creating And Managing Expansive And Restrictive Participation’, Journal of Education and Work Vol. 16, No. 4, pp. 407-426. http://dx.doi.org/10.1080/1363908032000093012
Glaser, B. G., Strauss, A. (1967) The Discovery Of Grounded Theory: Strategies For Qualitative Research. Chicago: Aldine.
Gleeson, D., Davies, J., Wheeler, E. (2005) ‘On The Making And Taking Of Professionalism In The Further Education Workplace’, British Journal of Sociology of Education Vol. 26, No. 4, pp. 445-460. http://dx.doi.org/10.1080/01425690500199818
Gleeson, D., Shain, F. (1999) ‘Managing Ambiguity: Between Markets And Managerialism-A Case Study Of Middle Managers In Further Education’, The Sociological Review Vol. 47, No. 3, pp. 461-490. http://dx.doi.org/10.1111/1467-954X.00181
Hey, V. (1996) ‘“A Game Of Two Halves”: A Critique Of Some Complicities: Between Hegemonic And Counter-Hegemonic Discourses Concerning Marketisation And Education’. Discourse: Studies in the Cultural Politics of Education Vol. 17, No. 3, pp. 351-362. http://dx.doi.org/10.1080/0159630960170305
Leitch, S. (2006) Leitch Review Of Skills: Prosperity For All In The Global Economy - World Class Skills. London: HMSO.
LLUK (2006) New Overarching Professional Standards For Teachers, Tutors And Trainers In The Lifelong Learning Sector. London: Lifelong learning UK.
LLUK (2007) Developing Qualifications For Teachers, Tutors And Trainers In The Lifelong Learning Sector In England - Interim Information For Awarding Institutions. London: Lifelong Learning UK.
LLUK (2008) Further Education Workforce Data For England: An Analysis Of The Staff Individualised Record Data 2007-2008. London: LLUK.
Nasta, T. (2007) ‘Translating National Standards Into Practice For The Initial Training Of Further Education (FE) Teachers In England’, Research in Post-Compulsory Education Vol. 12, No. 1, pp. 1-17. http://dx.doi.org/10.1080/13596740601155223
Ofsted (2003) The Initial Training Of Further Education Teachers (HMI 1762). London: Ofsted.
Ofsted (2009) The Initial Training Of Further Education Teachers 2004-2008 (080243). London: Ofsted.
Randle, K., Brady, N. (1997a) ‘Further Education And The New Managerialism’. Journal of Further and Higher Education Vol. 21, No. 2, pp. 229-239. http://dx.doi.org/10.1080/0309877970210208
Randle, K., Brady, N. (1997b) ‘Managerialism And Professionalism In The Cinderella Service’, Journal of Vocational Education and Training Vol. 49, No. 1, pp. 121-139. http://dx.doi.org/10.1080/13636829700200007
UCU (2006) Further, Higher, Better: Submission To The Government's Second Comprehensive Spending Review. London: UCU.
Wooding, P. (2007) How Providers In London Are Responding To The Introduction Of QTLS And The Associated Statutory Requirements. London: LONCETT.
|Depositing User:||Cherry Edmunds|
|Date Deposited:||28 Jul 2011 09:41|
|Last Modified:||14 Aug 2013 11:24|
Downloader CountriesMore statistics for this item...
Repository Staff Only: item control page