The teacher educator experience: ‘guardians of the pedagogy’?

Groll, Anne and Bates, Sandi and Saunders, Claire and Smith, Rob The teacher educator experience: ‘guardians of the pedagogy’? In: Identity and resistance in further education. Routledge, London.

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Abstract

In the last decade in England, routes into teaching school leavers who are 16+ has undergone a major upheaval. From a situation in which all such teachers were expected to gain a teaching qualification, in 2012 Lord Lingfield’s report into professionalism in further education removed all compulsion ( BIS 2012 ). The routes into the sector are now deregulated and largely shaped by market demand, which often translates as the growth and contraction of subject areas according to shifts in funding. That said, most further education teachers still undertake Initial Teacher Education (ITE), either once employed (in-service) or in a one year postgraduate course (like that explored by David Wise in Chapter 4 ). Since 2014, in-service teachers have been divided loosely into three groups: unqualified staff, those who study a set of government-endorsed qualifications as organised by their employer and those whose college belongs to a partnership with a local Higher Education Institution (HEI). The courses they study range from those that are very focused on achieving learning outcomes to those that are founded on critical reflective practice.
The shifting sands of the market landscape in England provide an interesting contrast with the situation in other countries. For example, in the US, a teaching certificate for community college and postsecondary teachers is not mandatory, although a bachelor’s or master’s degree in a relevant subject specialism is required. Interestingly, community colleges in the US are seen as embedded in local communities and as important providers of teacher education programmes with their ability to address teacher shortages and to supply teachers from under-represented groups ( Coulter and Vandal 2007 ). In contrast, the Australian context sees VET teachers being required to hold a Certificate IV in training and education (Guthrie et al. 2011 ). In England, post Lingfield, the situation in further education colleges hovers somewhere between the two. In some vocational subjects, unqualified teachers may be appointed; in others, they may be qualified below degree level. But in the US and now English contexts, despite this movement away from mandatory teacher certification, there is evidence of a push for greater accountability of teacher education programmes( Cochran-Smith et al. 2016 and see Gallagher and Smith: Chapter 12 ).

Item Type: Book Section
Subjects: X100 Training Teachers
X200 Research and Study Skills in Education
X300 Academic studies in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Higher Education Pedagogies and Practice
REF UoA Output Collections > REF2021 UoA23: Education
Depositing User: Robert Smith
Date Deposited: 11 Jan 2019 09:12
Last Modified: 11 Jan 2019 09:12
URI: http://www.open-access.bcu.ac.uk/id/eprint/6799

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