02 SES 05 A, VET Teachers Continuing Education and Training
Background and origin of study:
This research builds on an earlier project and case study carried out by the researcher that suggested there were potential links between lecturer training and ongoing engagement with continuing professional development in teaching and learning. Respondents from similarly sector located colleges, one in Scotland and the other in Wales, recounted their experiences of accessing continuing professional development post initial training and their motivation for engaging with lifelong learning. The case study highlighted some potential problems regarding the efficacy of training provided for lecturers in some further education colleges. The data suggested that model, delivery and content of teacher training for lecturers had influenced engagement with on-going lifelong learning and professional development. This research led to a number of questions arising for further exploration.
Specific research question addressed in this paper:
What impact does initial teacher training for lecturers in further education have on engagement with career long professional learning in pedagogic practice?
Study aims and conceptual framework
A purposive sample of twenty lecturers was selected from two separate but similarly sector located colleges of further education, one in Wales and the other in Scotland. The respondent lecturers were engaged in semi structured interviews utilizing the principles of phenomenological hermeneutics to interpret their recalled experiences of initial teacher training. The researcher aimed to develop an understanding of the perceived efficacy of training from the perspective of the respondents whilst assessing the potential impact on engagement with career long professional learning. The variations in models of training provision, course content and duration, and organisational and cultural support for learning were assessed for impact on developing individual lecturer professionalism and agency. Respondents were asked to recall experiences during training and assess the efficacy of the provided course/s in preparing them not only for teaching practice but also engaging them with career long professional learning and development.
Impact of the research:
The research has produced findings of potentially international importance and interest. The study included a comparative analysis of two important and separate devolved further education sectors operating within the European context. The findings related to the potential impacts of initial teacher training and cultural support for career long professional learning have significance for all teacher trainers and educational leaders operating in the vocational and further education sector across Europe.
Avis, J. Morgan-klein, B. Canning, R & Simmons, R. 2012. Teacher education for vocational education and training: a comparative study of the Scottish and English systems set within a European context. Scottish Educational Review, 44 (2), pp.14–23. Boyd, P. Allan, S & Reale, P. 2010. Being a Teacher Educator: pedagogy, scholarship and identity of lecturers in teacher education in further education workplace contexts. British Educational Research Association, 1 , pp.1–14. Canning, R. 2011. Reflecting on the reflective practitioner: vocational initial teacher education in Scotland. Journal of Vocational Education & Training, 63 (4), pp.609–617. Donaldson, G. 2010. Teaching Scotland’s Future, Edinburgh: Scottish Government. Finlay, I. 2008. Learning through Boundary Crossing: Further Education Lecturers Learning in Both the University and Workplace. European Journal of Teacher Education, 31 (1), pp.73–87. Gadamer, H. 1998. Truth and Method 2nd ed., New York: Continuum. Griggs, R. 2012. Report of the Review of Further Education Governance in Scotland, Edinburgh: Scottish Government. Hammersley, M. 2012. Methodological Paradigms in Educational Research: British Educational Research Association On-line Resource, pp.1–30. Laverty, S. 2003. Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Research, 2 (3), pp.1–29. Van Manen, M. 1990. Hermeneutic Phenomenological Writing. In P. Smith, ed. Researching Lived Expeience. New York: State University of New York Press, pp. 111–133. Maxwell, B. 2014. Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education, 38 (3), pp.377–399. Orr, K. 2012. Coping, confidence and alienation: the early experience of trainee teachers in English further education. Journal of Education for Teaching: International research and pedagogy, 38 (1), pp.51–65. Scottish Government. 2011. Putting Learners at the Centre: Delivering our Ambitions for Post-16 Education, Edinburgh: Scottish Government. Scottish Government. 2014. Education Working For All!, Edinburgh. Smith, A & Swift, D. 2012. Exploring the language of learning within further education. Journal of Further and Higher Education, 38 (2), pp.249–267. Welsh Government. 2014b. Education ( Wales ) Bill, Cardiff. Yin, R. 2011. Qualitative Research from start to Finish, London: The Guildford Press.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.