Literaturnachweis - Detailanzeige
Autor/inn/en | Wright, Victoria; Bates, Sandi; Loughlin, Theresa; Clarke, Nicola; Hale, Dayna |
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Titel | Exploring the Professionalisation of Further Education Teachers in England |
Quelle | In: Research in Post-Compulsory Education, 27 (2022) 2, S.289-306 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359 6748 |
DOI | 10.1080/13596748.2022.2042909 |
Schlagwörter | Professionalism; Adult Educators; Teacher Attitudes; Continuing Education; Graduate Students; Lifelong Learning; Ethics; Teacher Student Relationship; Student Teachers; Experienced Teachers; Masters Programs; Student Attitudes; Decision Making; Professional Identity; Educational Change; Institutional Mission; Foreign Countries; Task Analysis; Teaching Experience; United Kingdom (England) Professionalität; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Weiterbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Life-long learning; Lebenslanges Lernen; Ethik; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Magister course; Magisterstudiengang; Schülerverhalten; Decision-making; Entscheidungsfindung; Bildungsreform; Ausland; Aufgabenanalyse |
Abstract | The paper captures the professionalisation of teachers in the further education sector by shining a light on their everyday struggle to uphold their ethical goals in support of their students in a climate of performative and regulatory expectations. It reports on a small-scale qualitative study in which the six participants were either on the Postgraduate Certificate in Post Compulsory Education course (PGCE in PCE) or on the Masters degree in Professional Practice and Lifelong Education (MA PPLE). They were therefore either student teachers or experienced teachers with different lengths of experience. Students were asked to rank order a set of cards and clarify their decisions. Semi-structured interviews were then undertaken in which the participants were asked to bring artefacts of their choice (potentially from their course of study). Reflection points included the construction of self as teacher and the tensions and impact of a range of expectations nationally and locally. Participants shared responses to continuous change in the sector, their institutions and within their practices. All expressed a common and sustained mission to make a difference, no matter how small, to their students' lives. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |