Skills for Life Teachers' Career Pathways in the Learning and Skills Sector, 2004-2007: Part-Time Jobs for Part-Time Workers

Autor/inn/en	Swain, Jon Michael; Cara, Olga
Titel	Skills for Life Teachers' Career Pathways in the Learning and Skills Sector, 2004-2007: Part-Time Jobs for Part-Time Workers
Quelle	In: Journal of Vocational Education and Training, 62 (2010) 3, S.257-271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Adult Educators; Adult Basic Education; Career Development; Teacher Characteristics; Teacher Attitudes; Part Time Employment; Job Security; Employment Opportunities; Job Satisfaction; Age Differences; Longitudinal Studies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Berufsentwicklung; Lehrerverhalten; Part-time employment; Teilzeitbeschäftigung; Arbeitsplatzsicherheit; Berufschance; Beschäftigungschance; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland
Abstract	This paper is based on findings from a three-year longitudinal study in England called the Teacher Study which aimed to provide an analytical description of who Skills for Life (SfL) teachers are and what they do in their working lives. The main focus of the paper is teachers' career pathways and the possibilities of making a career in basic-skills education in the post-16 learning and skills sector between 2004 and 2007, and it highlights the connection between career progression and the lack of availability of full-time posts. The research found that the ability to make a career is contingent on the organisation or sector the teacher works in. Although many teachers enjoy working part-time on shorter term contracts, over a quarter of teachers were dissatisfied with their career prospects, and a sizeable proportion of them, particularly younger teachers, felt constrained in their future career plans by the lack of full-time posts, a scarcity of permanent contracts, low numbers of available teaching hours and a lack of managerial opportunities. (Contains 3 tables, 1 figure, and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10