Last among Equals: Perceptions and Prospects of Further Education Trained PGCE Holders in the Age of 'Parity'

Autor/inn/en	Best, M.; Ade-Ojo, G. O.; McKelvey, C.
Titel	Last among Equals: Perceptions and Prospects of Further Education Trained PGCE Holders in the Age of 'Parity'
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 1, S.129-150 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1584430
Schlagwörter	Secondary Schools; Mentors; Professional Identity; Teacher Attitudes; Teacher Qualifications; Self Concept; Teacher Recruitment; Teacher Education; Employment Potential; Rejection (Psychology); Teaching Conditions; Self Esteem; Employment Services; Bias; Vocational Education; Employment Level; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Sekundarschule; Lehrerverhalten; Lehrqualifikation; Selbstkonzept; Lehrerrekrutierung; Lehrerausbildung; Lehrerbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ablehnung; Lehrbedingungen; Unterrichtsbedingungen; Self-esteem; Selbstaufmerksamkeit; Employment service; Arbeitsvermittlung; Ausbildung; Berufsbildung; Beschäftigungsgrad; Ausland; Großbritannien
Abstract	This study explores how Further Education (FE) lecturers are perceived in secondary school settings and their professional prospects in the context of the UK parity status Act of 2012. Designed as a mixed method research, it sought the views of FE-trained teachers on their experience of working in secondary schools, the perceptions of recruitment agencies that work directly with FE-trained teachers and of mentors in secondary schools within a case study framework. It found that in spite of the widely acclaimed parity status, the prospects of FE-trained teachers of developing their career via the secondary school route were very limited. It also found that secondary school colleagues have a perception of their FE-trained counterparts as less professional than themselves for some reasons, thus raising a form of intra-professional group conflict. The study recommends policy and curriculum intervention in order for the parity condition to fulfil its full potentials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01