Endless change in the learning and skills sector: the impact on teaching staff

Edward, Sheila; Coffield, Frank; Steer, Richard; Gregson, Margaret

doi:10.1080/13636820701342483

Cited by 41 publications

(40 citation statements)

References 17 publications

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“…An alternative approach, which would maintain the traditional HE approach, is to argue that whereas students might need a high degree of support particularly in the first year, this support is clearly grounded in providing a steer towards a distinct orientation to knowledge. However, those teaching HE in FE may have, in the process of grappling with all this, developed their own form of hybrid pedagogy, where HE is delivered within the constraints imposed on it by the more predominant FE culture (Edward et al 2007;Golding Lloyd and Griffiths 2008;.…”

Section: Autonomy and Pedagogymentioning

confidence: 99%

Higher education in further education: capturing and promoting HEness

Lea

Simmons

2012

Research in Post-Compulsory Education

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Section: Autonomy and Pedagogymentioning

confidence: 99%

Higher education in further education: capturing and promoting HEness

Lea

Simmons

2012

Research in Post-Compulsory Education

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“…This may be a particular issue as elsewhere the issue of work intensification in the sector is stressed, with the majority of FE staff exceeding contracted hours, describing stress as a feature of working life (Villeneuve-Smith et al, 2008: p. 2), and described as being tested to 'breaking-point' (Coffield, 2008: p. 50) in part by changing policy (Ball, 2008;Edward et al, 2007). The role of teacher as researcher, however, is longstanding: 'When someone reflects-in-action, he (sic) becomes a researcher in the practice context.'…”

Section: Teacher Educators As Researchersmentioning

confidence: 99%

The invisible educators: exploring the development of Teacher Educators in the Further Education system

2010

Teaching in Lifelong Learning

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This article outlines the scope of proposed case study research to be conducted from May 2010 and intended to explore factors which support the development of Teacher Educators (TEs) in post-compulsory settings -a significantly underresearched professional group. The article reviews the research literature in this area, identifying significant omissions, and presents an initial overview of the case to be explored. The article identifies models of Teacher Educator development, originating from English for Speakers of Other Languages (ESOL) and English as a Foreign Language (EFL) teacher education which will inform this research, as well as the role of Teacher Educator as researcher.

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“…These aspects of teaching lie in what Schon (1983: p. 48) would call 'the swampy lowlands' of professional knowledge where mentors are asked to handle myriad mentee problems from managing a class to coping with managers' deadlines. Edward, et al (2007) point out a number of difficulties besetting the LLS: high staff turnover; over-reliance on parttime and agency staff; under-funding compared with the schools sector; the speed and extent of institutional, curricular and policy changes; and the lack of staff consultation and involvement in all of the above. These have all worn staff down and exacerbated staff recruitment and retention problems.…”

Section: How Mentors Interpret Their Rolementioning

confidence: 99%

Meeting the potential for mentoring in Initial Teacher Education: mentors’ perspectives from the Lifelong Learning Sector

2009

Teaching in Lifelong Learning

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The Lifelong Learning Sector's very diversity has produced a variety of mentoring practice, contested notions of subject pedagogy, and a continuum of mentoring from the 'jobsworth' to the master mentor. This article reports on two linked action research projects which investigate the context and challenges of mentoring in the Lifelong Learning Sector (LLS) following a raft of reforms to Initial Teacher Training (ITT) (DfES, 2002;DfES, 2004; Ofsted, 2003). In the research, mentors were asked to reflect on their experiences, interpretations of and training for their role and how they support subject pedagogy. The conclusion suggests that the government's and regulatory bodies' conflation of subject knowledge with subject pedagogy adds to the lack of coherent policy towards mentoring teacher trainees in the LLS; that mentor training should be re-focused; and that mentoring should be as well funded and supported in the LLS as it is in the schools sector.

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Endless change in the learning and skills sector: the impact on teaching staff

Cited by 41 publications

References 17 publications

Higher education in further education: capturing and promoting HEness

Higher education in further education: capturing and promoting HEness

The invisible educators: exploring the development of Teacher Educators in the Further Education system

Meeting the potential for mentoring in Initial Teacher Education: mentors’ perspectives from the Lifelong Learning Sector

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