Orr, Kevin (2008) Room for improvement? The impact of compulsory professional development for teachers in England's further education sector. Journal of In-service Education, 34 (1). pp. 97-108. ISSN 1367-4587
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After years of neglect, the New Labour government has identified the further education (FE) sector in England as being the crucial means to achieve two policies at the centre of their project: social justice through widening participation in education and enhancing the skills of the nation's workforce to compete in a globalised economy. This has led to FE and the staff who work there being more and more closely scrutinised and directed by the government, and from September 2007 teachers in FE colleges in England are required to participate annually in at least 30 hours of continuing professional development (CPD) in order to maintain their qualified status. This and many of the other government initiatives are associated with restrictive and impoverished notions of professionalism, but the sanctioning of CPD chosen and recorded by the staff themselves, rather than their employers, may allow room for a more meaningful and autonomous professionalism to evolve.
|Additional Information:||This is an electronic version of an article published in Professional Development in Education, Volume 34, Issue 1 March 2008 , pages 97 - 108. Journal of In-service Education is available online at: http://www.informaworld.com/smpp/content~db=all?content=10.1080/13674580701832627|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
L Education > L Education (General)
|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
|Depositing User:||Sharon Beastall|
|Date Deposited:||29 Apr 2010 14:07|
|Last Modified:||06 Aug 2013 11:38|
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