Rethinking Initial Teacher Education for Further Education Teachers: From a standards‐led to a knowledge‐based approach

Lucas, Norman

doi:10.1080/10476210701325077

Cited by 38 publications

(38 citation statements)

References 13 publications

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“…From the learner's point of view, these prevailing notions about the sector and its status may undermine self-esteem and throw doubt on the value and purpose of engaging with the FE curriculum. Lucas (2007) argues that basing teacher training for the sector on 'standards' rather than on 'knowledge' leads to a failure to acknowlege the complex processes and motivations involved in the learning process, giving undue emphasis instead to the idea of vocational education and work-based learning as little more than learning by doing. This is not an issue restricted to the UK.…”

Section: B2 Perceptions Of the Sector Its Status And Purposementioning

confidence: 99%

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

Wallace

2013

Journal of Further and Higher Education

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Sue Wallace is Professor of Continuing Education at Nottingham Trent Universitywhere she is involved with the initial teacher training and continuing professional development of teachers in the further education sector. 2When you're smiling: exploring how teachers motivate and engage learners in the further education sector.Abstract. This paper is based on a one year research project in the UK designed to investigate teachers' strategies for motivating learners and managing non-compliant behaviour in the Further Education sector. Carried out in collaboration with 203 teachers in three colleges of further education, the inquiry set out to identify, through the use of observations and focus groups, the learner behaviours most commonly identified by teachers as 'challenging', and the methods teachers employ to successfully address these. It also sought to capture teachers' theories about the possible causes of non-engagement, with a view to incorporating findings about both theorising and practice into sessions for initial teacher training and continuing professional development. Drawing on these data, this paper suggests that lack of motivation in the 14-19 age group is a common phenomenon across this range of colleges, manifesting in behaviours such as lack of punctuality, failure to submit coursework and refusal to remain on task; and that experienced teachers are no more effective in managing such behaviours than teachers new to the profession. The implications in terms of teacher education and development are discussed in the final section which points to the evidence that, although positive teacherlearner interaction is found to be productive in addressing the immediate symptoms of disengagement, participants in the study consider the root causes to lie beyond their control.

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Section: B2 Perceptions Of the Sector Its Status And Purposementioning

confidence: 99%

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

Wallace

2013

Journal of Further and Higher Education

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“…Trainees reconstruct learning gained through participation in their course in the workplace, and vice versa, as well as reconstructing learning from prior experiences in both settings. For example, Lucas (2007) highlights the importance of the workplace as a site where LSS trainees reconstruct, or transform, their subject content knowledge, which has been generated through the course or prior experiences, into pedagogical content knowledge -knowledge of how to teach the subject. As trainees reconstruct skills, knowledge and understanding in one setting this becomes embodied in their dispositions (Hager and Hodkinson, 2009).…”

Section: Figure 1 About Herementioning

confidence: 99%

“…To redress this neglect Lucas (2007) has called for the development of a 'pedagogy of the LSS workplace', based on Billett's (2002) conceptualisation of a workplace pedagogy. This comprises: the intentional structuring of participation in workplace activities and interactions; guided participation; and recognition that trainees will differ in how they elect to participate.…”

Section: Guided Participation In An Intentional Workplace Curriculummentioning

confidence: 99%

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

Maxwell

2010

Vocations and Learning

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In-service initial teacher education in the learning and skills sector in England: integrating course and workplace learning AbstractThe aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers' learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett's (2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford for activities and interactions, and how individuals engage with these, to a third base of participation, the affordances of the initial teacher education course. Hager and Hodkinson's (2009) metaphor of 'learning as becoming' is used to conceptualise the ways trainees reconstruct learning in a continuous transactional process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees' development, and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching and interacting with learners, interactions colleagues, and access to workplace resources and training are important workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations, course activities, and experiences as a learner are significant course affordances. Trainees' beliefs, prior experiences and dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that better integration of course and workplace learning, through guided participation in an intentional workplace curriculum and attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential to improve trainee learning.

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“…However, Hankey (2004) points out this may not be easily achieved. This is picked up in the wider LLS literature which draws attention to the fragmented nature of subject knowledge and pedagogy, arising from the diversity of teaching work, the range of subject specialisms, vocational curricula that cross subject boundaries and the complex student-centred and connective roles undertaken by teachers (Fisher and Webb, 2006;Lucas, 2007;Maxwell, 2010a).…”

Section: The Impact Of Policy On Lls Ite Mentoringmentioning

confidence: 99%

“…This ignores the complex nature of the sector (Lucas, 2007) and has led to judgemental rather than developmental approaches to mentoring Tedder and Lawy, 2009), aligning with Hobson and Malderez's (2013) conceptualisation of 'judgementoring' in the schools sector. Neither policy nor research on LLS mentoring focuses on diversity for social justice, for example, it is not explicitly addressed in the ITE inspection framework (Ofsted, 2014).…”

Section: Introduction and Socio/political Contextmentioning

confidence: 99%

Extending the mentor role in initial teacher education: embracing social justice

Duckworth

Maxwell

2015

International Journal of Mentoring and Coaching in Education

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Purpose -The paper explores how mentors can act as change agents for social justice. It examines mentors' roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment.Design/methodology/approach -Two thematic literature reviews were undertaken: one of UK LLS ITE mentoring and the other an international review of social justice in relation to mentoring in ITE and the first year of teaching. Bourdieu's concepts of capital, field and habitus (Bourdieu, 1986) are used as sensitising tools to explore LLS mentors' practices and the possibilities for increasing the flow of 'pedagogical capital' between mentors, trainee teachers, learners and communities, in such a way that would enable mentors to become agents for social justice.Findings -LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what we call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice. 2Research limitations/implications -While the literature reviews provide timely and important insights into UK and international approaches, the existing literature bases are limited in scale and scope.Practical implications -A model for mentoring that promotes social justice and recommendations for mentor training are proposed.Originality/value -The paper addresses the omission in policy, research and practice of the potential for mentors to promote social justice. The proposed model and training approach can be adopted across all education phases.

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Rethinking Initial Teacher Education for Further Education Teachers: From a standards‐led to a knowledge‐based approach

Cited by 38 publications

References 13 publications

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

Extending the mentor role in initial teacher education: embracing social justice

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