Becoming a teacher: conceptual and practice development in the learning and skills sector

MAXWELL, Bronwen (2009). Becoming a teacher: conceptual and practice development in the learning and skills sector. Research in Post-Compulsory Education, 14 (4), 459-478.

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    Link to published version:: 10.1080/13596740903361008

    Abstract

    Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi-dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners’ needs. Next, greater emphasis is placed on learner autonomy and catering for individuals’ needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms.

    Item Type: Article
    Uncontrolled Keywords: conceptions of learning and teaching; initial teacher education; teacher development; post-compulsory; further education; initial teacher training
    Research Institute, Centre or Group: Centre for Education and Inclusion Research
    Identification Number: 10.1080/13596740903361008
    Depositing User: Bronwen Maxwell
    Date Deposited: 10 Jan 2011 09:47
    Last Modified: 10 Jan 2011 09:47
    URI: http://shura.shu.ac.uk/id/eprint/2942

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