Skills for Life: Insights from the New "Professionals"

Autor/inn/en	Dhillon, Sundeep; Hamilton-Victor, Raquel; Jeens, Diane; Merrick, Sarah; O'Brien, June; Siddons, Nikki; Smith, Rob; Wilkins, Bridgette
Titel	Skills for Life: Insights from the New "Professionals"
Quelle	In: Journal of Educational Administration and History, 43 (2011) 1, S.61-83 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
Schlagwörter	Foreign Countries; Adult Education; Professional Development; Professional Continuing Education; Commercialization; Administrative Organization; Educational Administration; English (Second Language); Second Language Instruction; Literacy Education; Numeracy; Daily Living Skills; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Bildungsverwaltung; Schuladministration; Schulverwaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Rechenkompetenz; Alltagsfertigkeit
Abstract	This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re-energised and their sense of themselves as teachers affirmed. (Contains 2 figures and 37 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10