Reflections and experiences of further education research in practice

Abstract

This article focuses on the limitations and possibilities of teaching as a research-based activity in the current context of further education (FE) practice. The article argues that research can deliver real improvements in the quality of teaching and learning in further education. To enable this improvement to take place, the article suggests that colleges will need a cultural shift in how they perceive research and build research capacity. It is argued that the technical/rational approaches to improving teaching and learning that currently pervade FE policy and practice limit the transformative potential of research. A much more unique and situated approach to research-based practice is required. The article argues that the current 'audit culture' of FE, whilst increasing accountability and control, does little to improve teaching and learning on the ground. A more active engagement in research by teachers will lead to improved learning cultures that will enable colleges to reach their stated aims and objectives. In moving towards achieving this two issues are important. First, there is a need to centrally address the deficit view of the FE practitioner, and to recognise the unique place of teachers to improve teaching and learning. Secondly, there is a need to raise the public level of such debate, by including examples of how to improve teaching and learning in FE through research. This article, based on the experiences of F/HE research practitioners working together, provides one such illustrative example of what may be achieved.

Pedagogy of the repressed: research and professionality within HE in FE

“…In addition, the release of the results of such research would primarily be under managerial control and possible censorship if the outcomes were negative. Anderson et al (2003) propose that such agencies could alienate the workforce by being seen as doing research on FE as opposed to doing research within FE.…”

“…The final model identified by Anderson et al (2003) is the adoption of the HE model by FE. This could involve FECs in competitive bidding for funding, developing existing staff to undertake research, and disseminating the results via refereed publications and conferences at the same level as HE research activity.…”

“…However, if at least some of the incentives to undertake research within HE are not reproduced within FE, such as teaching hours remission, it is unlikely that a research culture could thrive. Anderson et al (2003) suggest that eight research models are available that could be implemented by FECs (see Table 1). These are engagment in scholarly activity, continuing professional development (CPD) to update skills, and the analysis of data from management systems.…”

“…Alternatively, partnerships with HEIs either directly or through consortia could be used to develop research capability from the partners' pool of expertise. The final model proposed by Anderson et al (2003) is the adoption of the entire HE model by FE.…”

Widening the net: a review of the CETTnet practitioner research group

“…PR is increasingly supported and funded by government agencies and initiatives in UK and elsewhere (Peters, 2004). Within the literature, there is extensive research and support for developing PR capacity (Bartlett, 2002;Clayton et al, 2008;Kemmis, 1988;Kemmis, 2006;Peters, 2004;Stark, 2006), although studies in Further Education (FE) contexts remain rare (Anderson et al, 2003). OLASS 1 2 1 ACL 2 1 2 VCS 1 1 HE in FE 6 6 6 5 FE 2 2 1 HEI 2 1 1 A range of subject and vocational areas were represented at the meetings: English for Speakers of Other Languages (ESOL), literacy, numeracy, engineering, art and design, teacher education.…”