"Learner-Centred" Assessment Policies in Further Education: Putting Teachers' Time under Pressure

Autor/inn/en	Bailey, Gillian; Colley, Helen
Titel	"Learner-Centred" Assessment Policies in Further Education: Putting Teachers' Time under Pressure
Quelle	In: Journal of Vocational Education and Training, 67 (2015) 2, S.153-168 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2014.983956
Schlagwörter	Foreign Countries; Adult Education; Learner Controlled Instruction; Time Management; Adult Educators; Educational Assessment; Preservice Teachers; Curriculum Design; Student Needs; Vocational Education; Ethnography; Observation; Group Discussion; Diaries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Zeitmanagement; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; assessment; Bewertungssystem; Lehrplangestaltung; Ausbildung; Berufsbildung; Ethnografie; Beobachtung; Gruppendiskussion; Diary; Tagebuch
Abstract	Since incorporation of further education (FE) in England in 1992, much research has critiqued the performative pressures on FE teachers created by a managerialist audit culture. These critiques have demonstrated the detrimental effects of the technicised delivery of learning outcomes on more learner-centred pedagogies. However, FE policies now purport to place greater emphasis on learner-centredness. In this article, we question the meanings such policies give to this notion, and examine how they are shaping teachers' practice. Drawing on findings from an ethnographic study of trainee and newly qualified FE teachers, we innovatively apply a social theory of time to analyse the resulting time pressures that teachers encountered. In particular, the distinction between "clock time" and "process time" is used as a specific lens through which to interpret the data. We argue that FE policies misappropriate and subvert the notion of learner-centredness by focusing on assessment outcomes and that they expect teachers to devote more time to learners, but without an associated allocation of adequate time resources. As a result, there may be a danger of losing more teachers from the profession. These findings may have cross-sector relevance in schools and higher education, as well as internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01