This article explores the experiences of those who lead undergraduate education-related programmes in further education (FE) colleges in England. Questionnaire and interview fieldwork with 14 further education-based programme leaders were supplemented by a comparison survey of equivalent professionals from higher education institutions (HEIs). Drawing on Hodgson and Spours’s four-level lifelong learning ecology and Nardi and O’Day’s keystone species concept, our analysis characterises the role of the undergraduate programme leader as distinctive and critical within the further education context. Extremely multifaceted and busy, this role is also poorly defined, often involving individuals relying on craft wisdom accrued within specific contexts. Three overall strands of responsibility emerged in participants’ view of their role: the administrative and organisational demands of colleges and the validation/franchising of higher education partners; the provision to learners of appropriate support in their studies; and the recognition of and response to pastoral needs of students. Tensions were identified between these, with one strand tending to preoccupy programme leaders at any time, obscuring their view of other important role objectives. As such, we introduce the concept of sightlines to capture the importance of enabling programme leaders to see through and beyond their institutional context and engage outwards, rather than turn inwards. Practical recommendations include the provision of time and licence to study for advanced qualifications, to undertake research and to help nurture distinctive cultures of higher education learning.
{"title":"Leading undergraduate provision in further education colleges: the experiences of BA Education programme leaders","authors":"Ross M Purves, Mark Pulsford, R. Morris","doi":"10.14324/lre.21.1.09","DOIUrl":"https://doi.org/10.14324/lre.21.1.09","url":null,"abstract":"This article explores the experiences of those who lead undergraduate education-related programmes in further education (FE) colleges in England. Questionnaire and interview fieldwork with 14 further education-based programme leaders were supplemented by a comparison survey of equivalent professionals from higher education institutions (HEIs). Drawing on Hodgson and Spours’s four-level lifelong learning ecology and Nardi and O’Day’s keystone species concept, our analysis characterises the role of the undergraduate programme leader as distinctive and critical within the further education context. Extremely multifaceted and busy, this role is also poorly defined, often involving individuals relying on craft wisdom accrued within specific contexts. Three overall strands of responsibility emerged in participants’ view of their role: the administrative and organisational demands of colleges and the validation/franchising of higher education partners; the provision to learners of appropriate support in their studies; and the recognition of and response to pastoral needs of students. Tensions were identified between these, with one strand tending to preoccupy programme leaders at any time, obscuring their view of other important role objectives. As such, we introduce the concept of sightlines to capture the importance of enabling programme leaders to see through and beyond their institutional context and engage outwards, rather than turn inwards. Practical recommendations include the provision of time and licence to study for advanced qualifications, to undertake research and to help nurture distinctive cultures of higher education learning.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48811421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews the impact of further education (FE) colleges – in particular, mixed economy colleges – on the surrounding environment and community, and attempts to answer the question of whether the mixed economy college can still be considered an anchor in the community. A mixed methods small-scale case study of a medium-sized mixed economy college was used to evaluate a range of issues that impact on the local community, considering the future and expansion of 16–19 education, against the backdrop of decreases in college provision in the East of England. The aim was to present the background and brief history of the mixed economy college’s impact on the surrounding community, particularly through associated financial, economic and environmental measurements. In conclusion, the authors argue that FE/mixed economy colleges can add significant value to the surrounding environment, community and wider society, and that they are still an anchor in the environment and local communities in which they are situated. They further posit that the goal is for all involved in the FE/mixed economy community to contribute to the shared aim of widening access to lifelong learning, thus further improving the communities and environment in which students and staff reside and work.
{"title":"Are our further education colleges still an anchor in our society?","authors":"L. Senior, Neil H. Barnes","doi":"10.14324/lre.21.1.08","DOIUrl":"https://doi.org/10.14324/lre.21.1.08","url":null,"abstract":"This article reviews the impact of further education (FE) colleges – in particular, mixed economy colleges – on the surrounding environment and community, and attempts to answer the question of whether the mixed economy college can still be considered an anchor in the community. A mixed methods small-scale case study of a medium-sized mixed economy college was used to evaluate a range of issues that impact on the local community, considering the future and expansion of 16–19 education, against the backdrop of decreases in college provision in the East of England. The aim was to present the background and brief history of the mixed economy college’s impact on the surrounding community, particularly through associated financial, economic and environmental measurements. In conclusion, the authors argue that FE/mixed economy colleges can add significant value to the surrounding environment, community and wider society, and that they are still an anchor in the environment and local communities in which they are situated. They further posit that the goal is for all involved in the FE/mixed economy community to contribute to the shared aim of widening access to lifelong learning, thus further improving the communities and environment in which students and staff reside and work.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant on cooperation with a range of children’s services. This study forms part of a wider research project exploring teachers’ safeguarding role. It identifies two emerging issues critical in interpreting the data and developing sound safeguarding processes: recognition of the role of professionals’ emotional reactions in addressing HSB and the impact of asymmetrical power relations. Building on Draugedalen and Osler’s theorisation of teachers’ safeguarding, this article examines front-line service providers’ perspectives on how they can support schools’ safeguarding, proposing a holistic structure of transformative practices that addresses emotions and asymmetrical power relations.
{"title":"Supporting teachers in safeguarding against harmful sexual behaviour: service providers’ perspectives on transformative practices","authors":"Kjersti Draugedalen","doi":"10.14324/lre.21.1.04","DOIUrl":"https://doi.org/10.14324/lre.21.1.04","url":null,"abstract":"Sexual abuse of children is a growing public health issue, with a substantial proportion of such abuse carried out by other children and young people. Schools and teachers are uniquely placed to prevent and intervene against harmful sexual behaviour (HSB) among children and young people. Yet, for schools to safeguard effectively, they are reliant on cooperation with a range of children’s services. This study forms part of a wider research project exploring teachers’ safeguarding role. It identifies two emerging issues critical in interpreting the data and developing sound safeguarding processes: recognition of the role of professionals’ emotional reactions in addressing HSB and the impact of asymmetrical power relations. Building on Draugedalen and Osler’s theorisation of teachers’ safeguarding, this article examines front-line service providers’ perspectives on how they can support schools’ safeguarding, proposing a holistic structure of transformative practices that addresses emotions and asymmetrical power relations.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49516262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.
{"title":"The university role in new teacher learning – why it matters: Teach First trainee perspectives","authors":"J. Tillin","doi":"10.14324/lre.21.1.03","DOIUrl":"https://doi.org/10.14324/lre.21.1.03","url":null,"abstract":"An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.
{"title":"The master’s element in initial teacher training: what is its value?","authors":"Georgina Merchant, S. Bubb","doi":"10.14324/lre.21.1.05","DOIUrl":"https://doi.org/10.14324/lre.21.1.05","url":null,"abstract":"A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions – UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL’s Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module’s origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change.
{"title":"The Worlds of UCL: teaching, learning and institutional histories","authors":"G. Brewis, Kathryn Hannan","doi":"10.14324/lre.21.1.12","DOIUrl":"https://doi.org/10.14324/lre.21.1.12","url":null,"abstract":"This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions – UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL’s Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module’s origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47790415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.
{"title":"The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms","authors":"Alf Coles, T. Helliwell","doi":"10.14324/lre.21.1.02","DOIUrl":"https://doi.org/10.14324/lre.21.1.02","url":null,"abstract":"The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45830104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries – between qualitative and quantitative methodologies, between disciplines, and between academia and wider society – to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.
Ann Oakley是近60年的社会研究先驱，是伦敦大学学院教育与社会学院IOE（教育学院）的社会学和社会政策教授。本文探讨了她的工作以及她在社会科学研究所（SSRU）及其政策与实践证据信息与协调中心（EPPI中心）的亲密同事的工作的创新和影响。它描述了研究和知识的进步，这些进步的根源在于倾听女性对自己生活的看法。由此产生的新颖研究方法跨越了学术界的界限——定性和定量方法之间、学科之间、学术界和更广泛的社会之间——以增强对复杂社会问题的理解，以及在公共部门解决这些问题的方法。这项工作的影响体现在影响科学、知识管理、政策决策、专业实践和公众方面。这些成就来自于向外看的方法，这些方法跨越了学术学科，以产生与决策和实践相关的证据，最终目的是改善日常生活。
{"title":"Ann Oakley: new learning and global influence from working across conventional boundaries","authors":"Sandy Oliver","doi":"10.14324/lre.21.1.11","DOIUrl":"https://doi.org/10.14324/lre.21.1.11","url":null,"abstract":"Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries – between qualitative and quantitative methodologies, between disciplines, and between academia and wider society – to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development","authors":"Hugh Starkey, Li Wei","doi":"10.14324/lre.21.1.07","DOIUrl":"https://doi.org/10.14324/lre.21.1.07","url":null,"abstract":"","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47178829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Decolonising the school curriculum: a special feature","authors":"Denise Miller, Shone Surendran, E. Towers","doi":"10.14324/lre.21.1.06","DOIUrl":"https://doi.org/10.14324/lre.21.1.06","url":null,"abstract":"","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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