Professionalism in Post-Compulsory Education and Training

Empirical and Theoretical Perspectives
 
 
Routledge (Verlag)
  • erschienen am 18. Mai 2020
  • |
  • 200 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-0-429-78954-0 (ISBN)
 

What does 'professionalism' mean for teachers and trainers in further education colleges or adult education centres? Over the last twenty years, ideas about professionalism and professional identity within the post-compulsory sector have been shaped and reshaped by successive policies, standards, and professional bodies. Yet, these ideas themselves remain controversial and continue to be the focus of debate as well as research.

This book gathers together a series of articles published over the last ten years, providing critical and research-based perspectives on professionalism within post-compulsory education and training. The twelve chapters that are presented here explore issues such as professional standards and continuing professional development and their impact on current definitions and frameworks of professionalism, as well as the policies that have shaped these processes. These are issues that are of relevance and importance not only to practitioners and researchers in the post-compulsory sector, but to anyone who is concerned with contemporary debates about what it means to be 'a professional' in education and training. The chapters in this book were originally published as articles in Research in Post-Compulsory Education.

  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
  • 2,83 MB
978-0-429-78954-0 (9780429789540)
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Jonathan Tummons is Associate Professor of Education at Durham University, UK. He has researched and published widely on a range of issues relating to professional, further, and higher education. His current research focuses on professional learning within medical education, and on the use of Learning Architectures theory in higher education.

Introduction Jonathan Tummons

Part I: Professionalism - standards and policies

1. Performativity and professional development: the gap between policy and practice in the English further education sector Kevin Orr

2. One step forward, two steps back? The professionalisation of further education teachers in England Norman Lucas

3. Professional versus occupational models of work competence Stan Lester

4. Professionalism in vocational education: international perspectives Liz Atkins and Jonathan Tummons

Part II: Professional Identities

5. 'Square peg - round hole': the emerging professional identities of HE in FE lecturers working in a partner college network in south-west England Rebecca Turner, Liz McKenzie and Mark Stone

6. Professionalism, identity and the self: the de-moralisation of teachers in English sixth form colleges David William Stoten

7. The state of professional practice and policy in the English further education system: a view from below Denis Gleeson, Julie Hughes, Matt O'Leary and Rob Smith

8. The impact of lecturers' initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education Gary Husband

Part III: Constructions of Professionalism

9. 'Nothing will prevent me from doing a good job'. The professionalisation of part-time teaching staff in further and adult education Jill Jameson and Yvonne Hillier

10. Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point Matt O'Leary

11. Professionalism: doing a good job! Denis Feather

12. Locating post-16 professionalism: public spaces as dissenting spaces Carol Azumah Dennis

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