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

Abstract

This paper reports on the results of a research study conducted in two colleges of further education in Scotland and Wales. The aim of the study was to begin to understand the ongoing effects of initial lecturer education programmes. Using the accounts of respondent lecturers and detailed documentary analysis, an accurate picture of the professional learning provision in the two colleges and devolved sectors was constructed. The research found that induction practices, mentor support, model of initial lecturer education programmes and engagement with practice focused work based learning all had significant impacts on ongoing engagement with professional learning. The paper concludes with suggestions for practice related to the structuring of professional learning from induction to continuous career long provision.

Let's decide to do better governing of schools and colleges

“…Thus, moving towards a decision making governing board may require recruiting new members to a different governor specification, which raises a higher profile for personal characteristics and/or a refreshed governor induction, training and mentoring programme. Within educational contexts, the embedding of professional education and ongoing learning is commonplace and subsequently forms a substantial part of the opportunities for development (see as examples Husband 2018 andHusband 2020). Whilst recognising that governance may not be the primary focus for all governors, it is for many, and the implementation of nationally recognised and sanctioned mentoring and professional education programmes for governor mentors within the educational context aligns with the extant values within education as a whole.…”

Model Value Clarification Technique Pada Pendidikan Bidan Dalam Mewujudkan Pendidikan Indonesia Emas 2045

“…Selain itu ada syarat yang harus diperhatikan saat memilih VCT untuk media evaluasi penerapan pendidikan nilai. Metode VCT (Hosseini, Ghaisari, Sharifnia, Khatami, & Javidanbardan, 2018;Husband, 2018;Ogunbiyi & Ajiboye, 2009) ini akan melatih mahasiswa dalam beberapa hal dibawah ini: 1) Memilih, memutuskan, mengkomunikasikan, mengungkapkan gagasan, keyakinan, nilai-nilai dan perasaanya, 2) Berempati (memahami perasaan orang lain; melihat dari sudut pandang orang lain), 3) Memecahkan masalah, 4) Menyatakan sikap, setuju, tidak setuju, menolak matau menerima pendapat orang lain, 5) Mengambil keputusan 6) Mempunyai pendirian tertentu, menginternalisasikan nilai, dan bertingkah laku sesuai dengan nilai yang telah dipilih dan diyakini.…”

Ethical Data Collection and Recognizing the Impact of Semi-Structured Interviews on Research Respondents

“…The study from which this article is taken, completed in 2016, conducted using the principles of hermeneutic phenomenology [1][2][3][4] was conducted with the aim of reviewing the initial teacher education programs of lecturers in further education in Scotland and Wales [5][6][7]. Using the lens of several years of post-graduation teaching practice, respondents were asked to critically evaluate their experiences in 'training' (Training, although a contentious term when used to describe teacher education programmes, is still frequently used within literature referring to further and vocational education.…”

“…These insights shed light on the perceived efficacy of the initial learning and 'training' supplied by employers and its subsequent impact on the respondents' continued professional learning. This article does not focus on the results of the outlined study, which are published and documented in detail elsewhere [6,7]. Instead, it focuses on supplementary and important observations taken from the practice of conducting the research and seeks to add to the methodological and ethical discussions related to qualitative research practice, and specifically, the undertaking of research interviews.…”