Improving workplace learning of lifelong learning sector trainee teachers in the UK

Abstract

This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. MAXWELL, Bronwen (2014). Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education, 38 (3), 377-399. Published version Copyright and re-use policy AbstractLearning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, literature indicates that LLS workplace conditions often inhibit teacher learning. This paper reviews the research base on LLS trainees' workplace learning. Billett's

The professional learning of further education lecturers: effects of initial lecturer education programmes on continuing professional learning in Scotland and Wales

“…Again, this draws significant attention to the longer term implications for the consideration of impact of training on practice beyond the immediate requirements to fulfil allocated and full teaching loads. This is again highlighted by Maxwell (2014), who conducted a comparative analysis of eleven previous studies that all focused on the work based learning experiences of trainee lecturers. In summarising the findings of all eleven studies Maxwell highlights the paucity of support for appropriately constructed and integrated learning opportunities for trainees in their places of work.…”

“…It is evident in the reviewed literature that to consider the university based provision for teacher education programmes for lecturers as a panacea for all professional formation and initial training requirements, would be misguided. Indeed, Maxwell (2014) highlights the need for the broader aspects of professional formation to be essential in the initial and continuing development of FE professionals.…”

Growing connections – the connected professional

“…2 relating to personal and public status, and 7 relating to meriting payment ) would not be expected to feature in National Teaching Standards as they are more about conditions and public regard, but the absence of autonomy as a characteristic is surprising. Gale (2003), Hayes (2003), Jephcote et al, (2008), Maxwell (2013, Sattersthwaite (2003) and Whitty (2002) contrast the model characterised by governments and sets of standards with the challenging reality as experienced and perceived by those professionals in the workplace. Hargreaves (2003) for example has developed the term 'the paradoxical profession' arguing that teachers are given the responsibility for creating a better society whilst at the same time being responsible for giving people the capability to heal the society that we currently have.…”

Advanced and higher vocational education in Scotland: recontextualising the provision of HE in FE

“…The development of managerialist culture and influence is discussed at length in the literature (see Thompson & Wolstencroft, 2013;Laurillard, 2008;Clegg, 2008;Maxwell, 2014) with criticisms levelled at the focus on business strategy, mission and vision statements, and commercial based practice. As the performance indicator driven quality tests of compulsory education have been applied to further and higher education institutions, a contentious gradual move towards a market led model of students as customers and institutions as suppliers has emerged (Feigenbaum & Iqani, 2013;Williamson, 2011).…”