Additional Information
Book Details
Abstract
This book provides a call to action for post-compulsory teacher education professionals, both in the UK and internationally, to unite around key principles and practices. The professional, educational and funding turbulence experienced by post-compulsory teacher education since 2008 has been significant. Austerity financing and increasing government intervention have provided many new and difficult challenges. At the same time evidence is building that the quality of teaching is the most important contributor to the quality of learning and achievement, and teacher education is demonstrably one of the most important influences on that teaching quality.
The mainly workplace-based partnership model of teacher education used in the post-compulsory education (PCE) sector resonates well with a number of key current developments in the UK and broader field of teacher education. PCE teacher educators are particularly well placed to tell their story and share their vision of a better future for teachers through their own experiences, values and principles. Written by a range of post-compulsory teacher educators, the text therefore is an informed and passionate argument for:
- improving the professional recognition of teacher education and teacher educators;
- demonstrating how teacher education already connects teaching professionals into an engaged and collaborative professional community;
- providing strategies to enact this vision through connected, democratic professionalism.
This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
The text offers a wide range of suggestions and ideas for educators engaging in post compulsory education. It touches on the fact that this sector is often a ‘forgotten’ area and more needs to be done to develop colleagues within this area. The text offers a wide range of practical advice, guidance and models of good practice. It is accessible, engaging and allows the busy practitioner an opportunity to develop core skills in a succinct and thoughtful way. It is a compact read filled with helpful support and an insightful chapter on ‘[e]nacting teacher education values, by Dr Vicky Duckworth. The text makes clear links to theory and specific advice on how to address core issues.
Lizana Oberholzer, NASBTT
Jim Crawley a senior lecturer in education studies and a Teaching Fellow at Bath Spa University. He has over 35 years’ teaching experience, including teacher education, basic skills and adult and community learning. He co-ordinated post-compulsory teacher education at Bath Spa University for 12 years, gaining two Ofsted outstanding grades during that time. Jim was chair of the Post-16 Committee of the Universities’ Council for the Education of Teachers (UCET) between 2012 and 2015 and is the founder member, and now convener, of the national research network Teacher Education in Lifelong Learning (TELL).
Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover 1 | ||
Half-title | i | ||
Series information | ii | ||
Title page | iii | ||
Copyright information | iv | ||
Table of contents | v | ||
Foreword | vi | ||
About the series editor and book editor | viii | ||
About the contributors | ix | ||
Chapter 1 Introducing the ‘invisible educators’ | 1 | ||
Introduction | 1 | ||
What is unique about PCE teacher education and PCE TEds? | 2 | ||
PCE teacher education | 2 | ||
What is it? | 2 | ||
Where does PCE teacher education happen, on what scale and in what conditions? | 3 | ||
PCE TEds | 3 | ||
Enhancing the value of PCE teacher education and PCE TEds | 5 | ||
TELLing our own story | 5 | ||
References | 7 | ||
Chapter 2 Post compulsory teacher educators: the ‘even more’ quality | 8 | ||
The ‘even more’ quality | 8 | ||
The voice of PCE TEds | 9 | ||
What research methods enable the application of the voice of PCE TEds? | 9 | ||
Raising the voice of the PCE TEd | 10 | ||
References | 15 | ||
Chapter 3 The filling in the educational sandwich: post compulsory education | 16 | ||
Why is the post compulsory education sector so hard to define? | 16 | ||
Who is PCE for? | 17 | ||
What does the sector look like? | 17 | ||
A general FE college? | 18 | ||
Regionalisation | 18 | ||
What is the PCE sector for? | 19 | ||
Looking to the future of the sector: how is PCE changing? | 21 | ||
References | 22 | ||
Chapter 4 The history and development of post compulsory teacher education | 24 | ||
A policy-driven sector | 24 | ||
Early approaches to initial teacher education in PCE | 27 | ||
Teaching standards | 28 | ||
PCE in the twenty-first century | 29 | ||
Lifelong Learning UK (LLUK) | 29 | ||
The Institute for Learning | 30 | ||
The Learning and Skills Improvement Service | 30 | ||
Lingfield | 30 | ||
The Education and Training Foundation | 31 | ||
Society for Education and Training (SET) | 31 | ||
References | 32 | ||
Chapter 5 Enacting teacher education values | 34 | ||
Introduction | 34 | ||
TEds’ values, approaches and principles of practice | 34 | ||
Teacher education and social justice | 35 | ||
Practitioner research as a tool for the empowerment of TEds | 35 | ||
How TEds enact their values | 36 | ||
Supporting students to become critical practitioners | 36 | ||
Communities of practice | 38 | ||
Reshaping teacher education as a tool for social justice | 38 | ||
References | 40 | ||
Chapter 6 Invisibility or connecting professionals? | 42 | ||
Introduction | 42 | ||
Modelling and TEds | 43 | ||
Mirrors, metaphors and invisibility | 44 | ||
TEds: Connecting professionals | 46 | ||
Values versus evidence-based practice | 46 | ||
Phronesis | 47 | ||
References | 48 | ||
Chapter 7 Going global | 50 | ||
Introduction | 50 | ||
The dispositions of TEds | 51 | ||
TEds in English PCE | 51 | ||
Global examples of work to support and develop TEds | 52 | ||
Professional standards in the USA | 52 | ||
The Netherlands | 52 | ||
Israel | 53 | ||
Why have English TEds failed to produce their own standards? | 54 | ||
The metamorphosis from teacher to TEd | 55 | ||
A rocky road in Australia | 55 | ||
Only connect: How to avoid a ‘seat of the pants’ approach to scholarship | 55 | ||
Becoming TEds in Canada: an English-inspired idea | 56 | ||
Dancing in the ditches: Australia’s Quality Teaching Action Learning project | 56 | ||
References | 57 | ||
Chapter 8 Growing connections for the future of a connected profession | 59 | ||
Introduction | 59 | ||
PCE TEds: embedded and entangled | 59 | ||
Supporting, modelling, championing, becoming and connecting | 60 | ||
Supporting and connecting other teachers | 60 | ||
Modelling | 61 | ||
Championing democratic social justice | 61 | ||
Agility, flexibility and constant ‘becoming’ | 61 | ||
Growing connections | 62 | ||
Growing connections in action | 63 | ||
Sharing Innovation in Teacher Education (SITE) project | 63 | ||
Going global | 63 | ||
References | 65 | ||
Index | 67 |