Exploring the Professionalisation of Further Education Teachers in England

Autor/inn/en	Wright, Victoria; Bates, Sandi; Loughlin, Theresa; Clarke, Nicola; Hale, Dayna
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11