Expansive and Restrictive Approaches to Professionalism in FE Colleges: The Observation of Teaching and Learning as a Case in Point

Autor/in	O'Leary, Matt
Titel	Expansive and Restrictive Approaches to Professionalism in FE Colleges: The Observation of Teaching and Learning as a Case in Point
Quelle	In: Research in Post-Compulsory Education, 18 (2013) 4, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2013.847164
Schlagwörter	Foreign Countries; Professional Identity; Professional Continuing Education; Teacher Education; Adult Education; Observation; Faculty Development; Standards; Case Studies; Colleges; Evaluators; Teacher Evaluation; Interviews; Trust (Psychology); Mentors; Teacher Attitudes; Mixed Methods Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerausbildung; Lehrerbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Beobachtung; Standard; Case study; Fallstudie; Case Study; College; Hochschule; Fachhochschule; Teacher appraisal; Lehrerbeurteilung; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	What it means to be a "professional" in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under Ofsted. These reforms reflected a political desire to improve FE teachers' professional skills and knowledge and prioritised teaching and learning as the main driver for "continuous improvement". The observation of teaching and learning (OTL) subsequently emerged as a pivotal tool with which to evaluate and measure improvement, whilst also promoting teacher learning and development. Drawing on recent research into the use of OTL, this paper focuses on two case-study colleges in the West Midlands, whose contrasting OTL practices serve to exemplify expansive and restrictive approaches to professionalism in FE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10