Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point

O'Leary, Matt (2013) Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point. Research in Post-Compulsory Education, 18 (4). pp. 348-364. ISSN 1359-6748

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Abstract

What it means to be a ‘professional’ in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under Ofsted. These reforms reflected a political desire to improve FE teachers’ professional skills and knowledge and prioritised teaching and learning as the main driver for ‘continuous improvement’. The observation of teaching and learning (OTL) subsequently emerged as a pivotal tool with which to evaluate and measure improvement, whilst also promoting teacher learning and development. Drawing on recent research into the use of OTL, this paper focuses on two case-study colleges in the West Midlands, whose contrasting OTL practices serve to exemplify expansive and restrictive approaches to
professionalism in FE.

Item Type:	Article
Identification Number:	10.1080/13596748.2013.847164
Dates:	Date Event 22 April 2013 Accepted 5 December 2013 Published Online
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Matthew O'leary
Date Deposited:	25 Jun 2019 10:39
Last Modified:	12 Jan 2022 17:23
URI:	https://www.open-access.bcu.ac.uk/id/eprint/6897

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