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Cushing, Ian (2012) Working Towards Professionalism: A Pathway Into The Post-Compulsory Community Of Practice. Teaching in lifelong learning: a journal to inform and improve practice, 4 (1). pp. 13-20. ISSN 2040-0993
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Abstract
It is a particularly volatile and unpredictable time in UK Further Education (FE). This article aims to give an insightful and honest account of one pre-service trainee’s post-compulsory PGCE (1 year; full-time) experience with close reference to various aspects of professionalism within the FE community of practice, looking at the degree to which the Lifelong Learning UK (LLUK) professional standards have been met throughout the year. The paper sheds some light on the positive and negative aspects of Initial Teacher Education (ITE) in FE, concluding that professionalism can be defined using both subjective and objective measurements, that individual conceptions of professionalism may or may not overlap with others, and that it is felt some of the LLUK standards have been met more than others in the author’s own teaching practice. The training provider was in central London; the teaching placement was in an FE college in south-west London.
▼ Jump to Download Statistics| Item Type: | Article |
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| Subjects: | L Education > L Education (General) |
| References: | Bathmaker, A., Avis, J. (2005) ‘Becoming a Lecturer in Further Education in England: the Construction of Professional Identity and the Role of Communities of Practice’. Journal of Education for Teaching Vol. 31, No. 1, pp. 47–62. http://dx.doi.org/10.1080/02607470500043771 Bloom, B., Krathwohl, D. (1956) Taxonomy Of Educational Objectives: The Classification Of Educational Goals, By A Committee Of College And University Examiners. Handbook 1: Cognitive Domain. New York, Longmans. Clow, R. (2001) ‘Further Education Teachers’ Constructions of Professionalism’. Journal of Vocational Education and Training Vol. 53, No. 3, pp. 407–420. http://dx.doi.org/10.1080/13636820100200166 Department for Education (DfE) (2010) The Importance of Teaching: Schools White Paper. London, DfE. Etzioni, A. (1969) The Semi-Professions and their Organization. London: Collier-Macmillan. 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 Institute for Learning (2011) IfL Supporting Professionalism. London, IfL. Lave, J., Wenger, E. (1991) Situated Learning. Legitimate Peripheral Participation. Cambridge: University of Cambridge Press. Lave, J., Wenger, E. (2002) ‘Legitimate Peripheral Participation in Communities of Practice’ in Harrison, R., Reeve, F., Hanson, A., Clarke, J. (Eds) Supporting Lifelong Learning, Volume 1: Perspectives On Learning. London: Routledge, pp. 111–126. Lifelong Learning UK (LLUK) (2007) New Overarching Professional Standards for Teachers Tutors and Trainers in the Lifelong Learning Sector. London: LLUK. Lifelong Learning UK (LLUK) (2010) Qualifications for Learning Professionals in England Review Document: Phase 1. London: LLUK. Lucas, N. (2004) Teaching in Further Education: New Perspectives for a Changing Context. London: Institute of Education. Robson, J. (2006) Teacher Professionalism In Further And Higher Education - Challenges To Culture And Practice. Abingdon: Routledge. Schön, D. (1983) The Reflective Practitioner. Basic Books: New York. |
| Depositing User: | Cherry Edmunds |
| Date Deposited: | 27 Jun 2012 12:47 |
| Last Modified: | 26 Oct 2012 12:48 |
| URI: | http://eprints.hud.ac.uk/id/eprint/14049 |
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