Pub Date : 2020-05-03DOI: 10.1080/14480220.2020.1864442
Lynette Vernon, Catherine F. Drane
ABSTRACT Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.
{"title":"Influencers: the importance of discussions with parents, teachers and friends to support vocational and university pathways","authors":"Lynette Vernon, Catherine F. Drane","doi":"10.1080/14480220.2020.1864442","DOIUrl":"https://doi.org/10.1080/14480220.2020.1864442","url":null,"abstract":"ABSTRACT Educational and career aspirations can be shaped by the expectations of significant others, including parents, teachers and peers. This study examined career discussions with significant others and how discussions about university or vocational education supported post-high school pathways. A mediation model examined the role of gender, year level, and first-in-family status to the links between pathway discussions and career expectations. The main findings suggested that students who discussed university more frequently with others were more likely to expect to attend university post high school. Students who discussed vocational and educational training pathways reported they were more likely to pursue vocational education. Students from low socioeconomic status backgrounds reported high expectations of attending vocational education and low expectations of attending university. Students discussed career and academic pathways with parents and peers more than with teachers and counsellors. This research informs influencers as to the importance of timely career pathway discussions.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1864442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060440","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}
Pub Date : 2020-05-03DOI: 10.1080/14480220.2020.1830836
K. Lavender
ABSTRACT Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers.
{"title":"Mature students’ experiences of undertaking higher education in English vocational institutions: employability and academic capital","authors":"K. Lavender","doi":"10.1080/14480220.2020.1830836","DOIUrl":"https://doi.org/10.1080/14480220.2020.1830836","url":null,"abstract":"ABSTRACT Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1830836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44892655","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}
Pub Date : 2020-03-30DOI: 10.1080/14480220.2020.1860301
U. C. Okolie, Elisha N. Elom, P. Igwe, C. Nwajiuba, M. O. Binuomote, N. Igu
ABSTRACT Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended.
{"title":"How TVET teachers foster employability skills: insights from developing countries","authors":"U. C. Okolie, Elisha N. Elom, P. Igwe, C. Nwajiuba, M. O. Binuomote, N. Igu","doi":"10.1080/14480220.2020.1860301","DOIUrl":"https://doi.org/10.1080/14480220.2020.1860301","url":null,"abstract":"ABSTRACT Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1860301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856499","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1750110
S. Francisco, Ingrid Henning Loeb
This Special Issue addresses the site-based learning of vocational education and training (VET) teachers. Site-based learning is an important component of teacher learning across their teaching career: from pre-service practicums to experienced teachers learning to address changing conditions and changing student needs. The articles are written by researchers from Australia, Sweden and England and are based on research undertaken in those countries. The work of VET teachers requires a broad range and depth of skills and capabilities. Wheelahan notes that ‘The contexts VET teachers work in, the students they teach, and the qualifications they deliver are more diverse than those in higher education or schools’ (Wheelahan, 2010, p. 9) and ‘the demands on VET teachers are more complex than either schools or higher education’ (Wheelahan, 2010, p. 11). VET students are an increasingly diverse group with a broad range of needs (Wheelahan, 2010). Increasing longevity, later retirement ages in many countries, and the need to support refugees and migrants to settle in new countries all impact on VET provision. Further, government policies related to lifelong learning and to increasing the educational level of the population support people to extend their education longer than ever before, and impact on the changing picture of VET learners. VET students include school-age learners, young adults, refugees aiming to create a new life in a new country, and mature-aged adults retraining. VET students could be undertaking VET courses for a broad range of reasons and purposes: for instance, as a part of their initial education; as a result of government-funded unemployment arrangements; to gain practical skills after completing a university degree; to train for a trade; or to retrain for a new occupation in middle age. Additionally, VET students have a variety of prior learning experiences, and skill levels, with some having little or no literacy skills, and others having very strong literacy skills in at least one language. Sometimes students with many of these varying experiences and needs are in the same class being supported by the one teacher. It is unsurprising then that the learning of VET teachers has been identified as important for the ongoing development of quality teaching (Harris, 2015). The requirement for VET teachers to have completed educational qualifications prior to beginning as a teacher varies between countries. The level of qualification required for being a VET teacher also differs. For instance, in Australia the highest qualification required by VET teachers is a Certificate IV in Training and Assessment to be completed within the first two years of teaching (a Certificate IV is three levels below a Bachelor degree in the Australian Qualifications Framework). While more recent data are not available, in 2011 it was estimated that more than 40% of VET teachers did not hold this qualification (Productivity Commission, 2011, p. xlii). Regula
{"title":"The site-based learning of vocational education and training teachers","authors":"S. Francisco, Ingrid Henning Loeb","doi":"10.1080/14480220.2020.1750110","DOIUrl":"https://doi.org/10.1080/14480220.2020.1750110","url":null,"abstract":"This Special Issue addresses the site-based learning of vocational education and training (VET) teachers. Site-based learning is an important component of teacher learning across their teaching career: from pre-service practicums to experienced teachers learning to address changing conditions and changing student needs. The articles are written by researchers from Australia, Sweden and England and are based on research undertaken in those countries. The work of VET teachers requires a broad range and depth of skills and capabilities. Wheelahan notes that ‘The contexts VET teachers work in, the students they teach, and the qualifications they deliver are more diverse than those in higher education or schools’ (Wheelahan, 2010, p. 9) and ‘the demands on VET teachers are more complex than either schools or higher education’ (Wheelahan, 2010, p. 11). VET students are an increasingly diverse group with a broad range of needs (Wheelahan, 2010). Increasing longevity, later retirement ages in many countries, and the need to support refugees and migrants to settle in new countries all impact on VET provision. Further, government policies related to lifelong learning and to increasing the educational level of the population support people to extend their education longer than ever before, and impact on the changing picture of VET learners. VET students include school-age learners, young adults, refugees aiming to create a new life in a new country, and mature-aged adults retraining. VET students could be undertaking VET courses for a broad range of reasons and purposes: for instance, as a part of their initial education; as a result of government-funded unemployment arrangements; to gain practical skills after completing a university degree; to train for a trade; or to retrain for a new occupation in middle age. Additionally, VET students have a variety of prior learning experiences, and skill levels, with some having little or no literacy skills, and others having very strong literacy skills in at least one language. Sometimes students with many of these varying experiences and needs are in the same class being supported by the one teacher. It is unsurprising then that the learning of VET teachers has been identified as important for the ongoing development of quality teaching (Harris, 2015). The requirement for VET teachers to have completed educational qualifications prior to beginning as a teacher varies between countries. The level of qualification required for being a VET teacher also differs. For instance, in Australia the highest qualification required by VET teachers is a Certificate IV in Training and Assessment to be completed within the first two years of teaching (a Certificate IV is three levels below a Bachelor degree in the Australian Qualifications Framework). While more recent data are not available, in 2011 it was estimated that more than 40% of VET teachers did not hold this qualification (Productivity Commission, 2011, p. xlii). Regula","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1750110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48887785","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1747785
S. Francisco
ABSTRACT Vocational Education and Training (VET) teachers often begin teaching with limited or no teaching qualifications, and necessarily much of their learning to be a teacher takes place in the teaching workplace. This paper considers what novice VET teachers learn in the workplace and what enables and constrains that learning. We argue that teachers learn to undertake their teaching role primarily in the same way as others in their teaching department undertake the role. The paper introduces the concept of three different groups of VET teachers whose learning is enabled and constrained in different ways: fringe teachers; favela teachers; and those who have an employment contract or are permanently employed. Using the theory of practice architectures, we show that teacher learning in the workplace is impacted by various site based conditions: including material arrangements; arrangements related to the use of VET language and of industry related language; and social-political arrangements.
{"title":"What novice vocational education and training teachers learn in the teaching workplace","authors":"S. Francisco","doi":"10.1080/14480220.2020.1747785","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747785","url":null,"abstract":"ABSTRACT Vocational Education and Training (VET) teachers often begin teaching with limited or no teaching qualifications, and necessarily much of their learning to be a teacher takes place in the teaching workplace. This paper considers what novice VET teachers learn in the workplace and what enables and constrains that learning. We argue that teachers learn to undertake their teaching role primarily in the same way as others in their teaching department undertake the role. The paper introduces the concept of three different groups of VET teachers whose learning is enabled and constrained in different ways: fringe teachers; favela teachers; and those who have an employment contract or are permanently employed. Using the theory of practice architectures, we show that teacher learning in the workplace is impacted by various site based conditions: including material arrangements; arrangements related to the use of VET language and of industry related language; and social-political arrangements.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381063","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1757890
Erica Smith
ABSTRACT The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.
{"title":"Afterword: a fresh look at workplace learning for VET teachers","authors":"Erica Smith","doi":"10.1080/14480220.2020.1757890","DOIUrl":"https://doi.org/10.1080/14480220.2020.1757890","url":null,"abstract":"ABSTRACT The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1757890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508756","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1747786
Ingrid Henning Loeb
ABSTRACT This article builds on studies that analyze how accomplished teachers in VET in Sweden undertake educational challenges and develop their teaching and support of second language learners. Two overarching research questions informed the study: How are educational challenges described by the teachers and what pedagogy and methods are they developing in their teaching practice, in order to face the described challenges? What enabling and constraining conditions for continuing professional learning can be identified? The results from four in-depth interviews with teachers make up the empirical body and provide a rich picture of how accomplished VET teachers are involved in continuous learning while developing their teaching practice. The final part is a comprehensive analysis, where the results are discussed with concepts from the theory of practice architectures.
{"title":"Continuously developing and learning while teaching second language students. Four storied narratives of accomplished VET teachers","authors":"Ingrid Henning Loeb","doi":"10.1080/14480220.2020.1747786","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747786","url":null,"abstract":"ABSTRACT This article builds on studies that analyze how accomplished teachers in VET in Sweden undertake educational challenges and develop their teaching and support of second language learners. Two overarching research questions informed the study: How are educational challenges described by the teachers and what pedagogy and methods are they developing in their teaching practice, in order to face the described challenges? What enabling and constraining conditions for continuing professional learning can be identified? The results from four in-depth interviews with teachers make up the empirical body and provide a rich picture of how accomplished VET teachers are involved in continuous learning while developing their teaching practice. The final part is a comprehensive analysis, where the results are discussed with concepts from the theory of practice architectures.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052332","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1747789
Camilla Gåfvels
ABSTRACT This article explores the continuing professional learning of Swedish hairdressing and floristry teachers, based on semi-structured interviews with six experienced female teachers. The research question that guided the work asks what continuing professional learning do experienced floristry and hairdressing teachers undertake in relation to their vocational field and to pedagogy. The analysis applies concepts from the theory of practice architectures, and focuses upon the sayings, doings and relatings that surface in the interview data. The findings indicate that the VET teachers handle their learning relatively independently of the schools at which they are employed. Furthermore, more personal agency was required from the floristry teachers, than from the hairdressing teachers for whom organised business interests provide ample education and training opportunities. The article argues that the VET teachers who rely on themselves and their colleagues can control their own continuing professional learning at their place of work.
{"title":"VET teachers’ learning in feminised vocations- a comparative study of Swedish floristry and hairdressing teachers","authors":"Camilla Gåfvels","doi":"10.1080/14480220.2020.1747789","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747789","url":null,"abstract":"ABSTRACT This article explores the continuing professional learning of Swedish hairdressing and floristry teachers, based on semi-structured interviews with six experienced female teachers. The research question that guided the work asks what continuing professional learning do experienced floristry and hairdressing teachers undertake in relation to their vocational field and to pedagogy. The analysis applies concepts from the theory of practice architectures, and focuses upon the sayings, doings and relatings that surface in the interview data. The findings indicate that the VET teachers handle their learning relatively independently of the schools at which they are employed. Furthermore, more personal agency was required from the floristry teachers, than from the hairdressing teachers for whom organised business interests provide ample education and training opportunities. The article argues that the VET teachers who rely on themselves and their colleagues can control their own continuing professional learning at their place of work.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46632689","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1747784
Ingrid Berglund, Susanne Gustavsson, Ingela Andersson
ABSTRACT Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.
{"title":"Vocational teacher students’ critical reflections in site-based education","authors":"Ingrid Berglund, Susanne Gustavsson, Ingela Andersson","doi":"10.1080/14480220.2020.1747784","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747784","url":null,"abstract":"ABSTRACT Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43083035","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}
Pub Date : 2020-01-02DOI: 10.1080/14480220.2020.1747787
D. Powell
ABSTRACT This paper uses the theories of practice architectures and learning to teach to study in-service teachers’ practice of learning to teaching within a further education (FE)-based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how to teach within a teacher education classes at a general FE college in England? What site-based factors shape the in-service teachers’ practice of learning to teach? Using an action research methodology, the researcher, a university-based teacher educator, worked with a team of six FE-based teacher educators and their 35 in-service teachers to answer these questions. Drawing on data from six ‘teacher talk’ meetings with the teacher educators and three focus groups with the in-service teachers, the paper builds on and adds to international maps of existing research and knowledge of their practice of learning to teach.
{"title":"In-service teachers’ practice of learning to teach, the theory of practice architectures and further education-based teacher education classes in England","authors":"D. Powell","doi":"10.1080/14480220.2020.1747787","DOIUrl":"https://doi.org/10.1080/14480220.2020.1747787","url":null,"abstract":"ABSTRACT This paper uses the theories of practice architectures and learning to teach to study in-service teachers’ practice of learning to teaching within a further education (FE)-based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how to teach within a teacher education classes at a general FE college in England? What site-based factors shape the in-service teachers’ practice of learning to teach? Using an action research methodology, the researcher, a university-based teacher educator, worked with a team of six FE-based teacher educators and their 35 in-service teachers to answer these questions. Drawing on data from six ‘teacher talk’ meetings with the teacher educators and three focus groups with the in-service teachers, the paper builds on and adds to international maps of existing research and knowledge of their practice of learning to teach.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2020.1747787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43948932","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：