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A model of subject knowledge for teaching (adapted from TDA 2007)
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This report reviews the current system of initial teacher education (ITE) for the education and training sector and its development from earlier systems. The report also discusses subject-specialist teaching in the education and training sector, leading to a provisional assessment of the potential of the current ITE system for enhancing subject-spe...
Context in source publication
Context 1
... model distinguishes three core areas: subject knowledge per se; pedagogy (conceptualised as both an understanding of the teaching skills and strategies needed to teach the subject effectively and the ability to apply them in practice); and knowledge about learners' cognitive development in the subject. Surrounding these core areas is an affective component: the teacher's subject-related attitudes and beliefs, including their enthusiasm for the subject, and their commitment to learners' achievement within it (see Figure 3). Pedagogical content knowledge lies in the intersections of subject knowledge with pedagogy and knowledge of learners' development Although this model is similar in many ways to Shulman's pedagogical content knowledge, the introduction of an affective dimension is a significant difference, and its conceptualisation of knowledge about how students learn a subject is potentially broader. ...
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... Freidson (2001, p. 92) posits that those delivering initial training programmes should be simultaneously involved in research. Thompson (2014), however, using the IfL as his source, reports that almost ninety per cent of ITE trainees are 'in-service' (see also: Lahiff, 2015). Most ITE, therefore, is delivered by FE lecturers, probably working in difficult conditions, and for whom ITE may be a small fraction of their timetable. ...
This thesis uses a single-case study design to provide a qualitative, in-depth exploration of the current workforce experience of managers and lecturers within ‘Redgrove’, a recently merged, inner-city Further Education (FE) college. Since the incorporation of colleges in 1993 the literature has been consistent in reporting FE settings as difficult, oppressive places to work. At present, the Sector is being radically restructured via merger processes and ongoing, significant qualification reform, whilst colleges are simultaneously reporting severe financial pressures after a decade of austerity measures. The fact that these are largely ‘top-down’ policy initiatives indicates, as the thesis attests, that FE continues to offer neo-liberal workplace environments in which lecturers and managers struggle to shape key processes. The research organises itself around the premise that three processes are particularly influential in seeking to understand this struggle: policy, professionalism and workplace learning. These are used as three, often integrated, lenses to guide exploration of the case. The in-depth nature of the case study is supported by the ‘insider’ status of the researcher, documentation review and seventeen semi-structured interviews. The interviews include narrative accounts from all four of Redgrove’s organisational levels: senior, middle and junior managers as well as lecturers. This allows relationships between the different points in the hierarchy to emerge and for a range of perspectives across the three research lenses to be represented. Findings confirm that the FE workplace is marked by recurring interrelated constraints which produce isolating and ‘intensive’ working days. The process of identifying such constraints is bolstered by application of an expansive-restrictive framework which then works to support recommendations for possible ‘ways forward’. These include: removing early plateaus for expert teachers; aligning individual and organisational goals; more intelligent accountability; and opening up workplace structures to provide protected spaces in which to learn and from which to build connections across internal and external boundaries.
... The aftermath of incorporation reduced the proportion of trained teachers as experienced and qualified staff retired or were made redundant, a situation which in 2000 led to the introduction of a compulsory requirement for FE teachers to acquire a recognised teaching qualification. Alongside other reforms, including the creation of a set of teaching standards and transferring responsibility for the inspection of ITE programmes to Ofsted, this signalled a decade of increasing government regulation of FE teacher training (for a comprehensive discussion of the recent history of ITE for the FE sector, see Thompson, 2014). ...
... Furthermore, given the interdisciplinary nature of many vocational areas in FE, it is perhaps the crossing of boundaries between disciplines that should receive the greatest pedagogical attention -resulting in a focus on what Bernstein called regional rather than singular knowledge structures, and how trainee teachers may be supported to work more effectively in regional modes. Thompson (2014) argues that questions about the nature of subject-specific pedagogical knowledge -how distinctive it is from subject to subject and the extent to which it differs from generic pedagogical knowledge -as well as the ways in which it can be developed in trainees are at least partly empirical questions that need to be answered by research rather than conceptual analysis alone. The first question is addressed by a number of studies working within or close to the PCK tradition, which typically examine the behaviour, explanations and reflections of experienced subject teachers in order to arrive at conceptualisations of professional knowledge which can reasonably be called subject-specific (Barnett & Hodson, 2001;Viiri, 2003;Ball, Thames & Phelps, 2008;Hill, Ball, & Schilling, 2008;Lee & Luft, 2008). ...
This literature review explores the current state of knowledge concerning subject-specialist pedagogy, with particular reference to the Further Education (FE) and Skills sector in England. It aims to provide a critical overview of literature dealing with the concept of subject-specialist pedagogy, as well as empirical research on this aspect of pedagogy relevant to the FE and Skills sector. It also provides a comprehensive review of approaches to researching and evaluating pedagogy in general and how these approaches may be applied in a subject-specific context.
... Son dönem gelişmelere bakıldığında ise 20 Şubat 2014 tarih ve 9 sayılı kararla yürürlüğe giren pedagojik formasyon sertifika programıyla üniversitelerde bu programlara ayrılan kontenjanların arttırıldığı belirlenmiştir. Pedagojik formasyon eğitimi farklı ülkelerde öğretmen eğitimindeki alternatif uygulamalar arasında yer alsa da (Özcan, 2013;Thompson, 2014), pedagojik formasyon sertifika programının ülkemizde yürütülmekte olan öğretmen eğitimi programlarını sekteye uğrattığı ifade edilmekte ve gerek nicelik gerekse nitelik açısından önemli eksikliklerinin olduğu belirtilmektedir (Akdemir, 2013;Azar, 2011;Doğanay vd., 2015;Işık, Çiltaş & Baş, 2010;Safran, 2014;Saylan, 2013). Konuyla ilgili araştırma sonuçları da formasyon eğitimi sürecinde uygulama süresinin kısa olmasından, öğretmenlik uygulaması dersine devam eden öğrenci sayısının fazla olmasından, fakülte-okul arasındaki işbirliğinin yetersizliğinden (Nayır & Çınkır (2014), öğrencilerin derslere zorunluluktan devam etmelerinden, dersleri ve alınan eğitimi verimsiz ve gereksiz görmelerinden (Dündar & Karaca, 2013), programın uygulanması sürecinde duyuruların zamanlamasından, yetkili birime ulaşmadaki güçlüklerden, derslere giren öğretim üyelerinin alan uzmanı olmamasından ve öğrencilerin farklı illerden katılımının maddi ve zamana dayalı güçlükleri ortaya çıkarmasından (Çiçek Sağlam, 2015) kaynaklanan sorunlar yaşandığını göstermektedir. ...
... Within the studies investigating this application and its quality, it is seen that mostly the attitudes regarding the profession, learning styles, beliefs and self-efficacy perceptions of pedagogical formation students are analyzed (Eraslan & Çakıcı, 2011;Güneş & Gökçek, 2012;Ilgaz, Bülbül & Çuhadar;Polat, 2013;Özkan, 2012). Although we come across the pedagogical formation education among the alternative applications for teacher education in various countries (Özcan, 2013;Thompson, 2014), it is expressed that the pedagogical formation certificate program interrupts the teacher education programs in our country and it is pointed out it has significant deficiencies in terms of both quality and quantity (Akdemir, 2013;Azar, 2011;Işık, Çiltaş & Baş, 2010;Safran, 2014;Saylan, 2013). In the light of stated points, it is also needed to apply for students' opinions regarding this application as one of the stake holders of it. ...
Pedagojik formasyon öğrencilerinin " pedagojik formasyon " kavramına yönelik metaforik algılarının belirlenmesi amacıyla gerçekleştirilen araştırma, tarama modelinde betimsel bir çalışmadır. Araştırmanın katılımcılarını, bir devlet üniversitesinde pedagojik formasyon sertifika programına devam eden 389 öğrenci oluşturmuştur. Araştırma verilerinin toplanmasında açık uçlu bir formdan yararlanılmıştır. Araştırmada toplanan nitel verilerin analizinde tümevarımcı analiz yöntemi, nicel verilerin analizi için ki-kare testi kullanılmıştır. Araştırmanın sonuçlarına göre, öğrencilerin pedagojik formasyon eğitimine yönelik metaforik algılarının, " Mesleğe Formasyon " kategorileri altında toplandığı belirlenmiştir. Öğrencilerin ürettikleri metaforları açıklayan bazı kategorilerin cinsiyete göre anlamlı bir farklılık gösterdiği belirlenmiştir.
Anahtar kelimeler: Pedagojik formasyon, metafor, pedagojik formasyon sertifika programı öğrencileri.
... In turn, the expansion of FE to less privileged strata drew in educators with expertise from less privileged occupations, sometimes employed in 'associate professional' roles such as workplace assessors, rather than as teachers. A greater emphasis on teaching skills followed the introduction of mandatory teacher education between 2007 and 2012, when the proportion of trained teachers has increased across FE, albeit slowly (Thompson 2014). In an important sense, educators in these fields might be taken as ideal types for the 'dual professional' teacher. ...
An international repositioning of vocational teachers in relation to knowledge and the workplace is reflected in English Further Education through the terminology of ‘dual professionalism’. Particularly in settings most closely linked to specific occupations, this discourse privileges occupational expertise that vocational educators bring from their former employment alongside pedagogic expectations of the teaching role. In a qualitative study of recently qualified teachers employed substantially in workshop settings, using the analytical framework of Margaret Archer, workplace skills and generic attributes provided a basis for claims to expertise, extending to a custodianship of former occupations. Further augmentation of educator roles, however, appeared constrained by market approaches to development and employment insecurity in the sector and beyond. In Archer’s terms, the current environment appears to cast ‘dual professionalism’ as morphostasis, drawing on former practice at the expense of teacher identity in the face of insecurity. Morphogenesis into enhanced professional teacher identities, for example, developing coherent vocational pedagogies informed by research into advances in knowledge, appears the less likely outcome in the current and emerging sector.
... Son dönemlerde ise hizmet öncesi ve hizmet içi eğitim programları arasındaki ayrımın ortadan kalktığı ve program yapılarının birbirine benzer hale geldiği ifade edilmektedir. Bununla birlikte yarı zamanlı olan hizmet içi eğitimlerde tam zamanlı uygulamaların da yer almaya başladığı, hizmet öncesi eğitimde ise bazı öncelikli alanlarda öğretmen adaylarına verilen bursların yüksek düzeylere ulaştığı görülmektedir (Thompson, 2014). ...
... What can be deduced from the recent changes is that the liberal conservatism philosophy of the Conservative-Liberal Democrat coalition government has proved to be even more market-driven than the regulated system of professional development adopted by the New Labour (Thompson, 2014). ...
... Consequently, it has experienced a shift from the backwaters of education policy to a strategically significant position. Beck (2009) (Thompson, 2014). The Crowther ...
Since 1997, successive governments in England have consistently introduced a range of interventions aimed at developing the quality of training of FE teachers. It has been suggested that these should engender better teaching, which in turn should improve achievement of learners, and subsequently produce a workforce with global competitive advantage. This study explores and analyses the views of a sample of FE teachers and their managers on the impact of an in-service initial teacher education programme on teachers' development and practice. The case study research uses online questionnaires and semi-structured interviews to collect data from participants drawn from both academic and vocational curriculum areas of a large FE college. The study employs Bourdieu's concepts of habitus, field and capital and Giddens' structuration framework of structure and agency to interpret and explain social practices and actions. Even though the past can frame agents' dispositions, agents also have the capacity to accommodate and integrate new conditions in shaping future practices. An understanding of power relations within and between fields has been useful in explaining practitioners' actions, and the concept of capital has been beneficial in analysing practitioners' influence, and some factors that drive their actions. Initial findings from this study indicate that while structure can constrain agents' actions, it can also be enabling. Although teachers have faced some constraints and challenges whilst on the training programme, there is a significant positive perception of the knowledge, skills and competencies that they have acquired. Findings also indicate that the social-cultural construction of knowledge approach and teachers' own passion are significant to their professional development. The thesis proposes a case for reflexive breakout, a phrase used to portray the transformative capacity of teachers in developing their professional practice. This perhaps has some implications for further research in understanding the professional development of trainee teachers. 4
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.
The Further Education (FE) sector has been considered by successive UK governments as significant to developing a global competitive edge as well as enhancing social justice. Consequently, these governments have shown keen interests in the sector and have introduced reforms and policy initiatives that have led to cultures of marketisation, managerialism and performativity. This in turn has been viewed as the dominance of structure over agency which has seemingly marginalised teachers’ classroom practice. This case study research employs Giddens’ structuration theory to analyse and understand the interrelationships between structure and agency within a large FE College. Using in-depth semi-structured interviews, data were collected from 16 teachers from both vocational and academic curriculum areas who have completed the PGCE/Cert Ed initial teacher training programme within 3 years of the study. Findings suggest that whilst structure has the capacity to wield its influence, teachers have the propensity to negotiate this influence and ‘breakout’ from the dominance of structure by proactively making effective changes to their advantage – within the confines of their professional practice. This study also advocates a review of politically imposed education reforms and support structures in the College in order to effect the desired change in the professional development of trainee teachers.
This study explores how Further Education (FE) lecturers are perceived in secondary school settings and their professional prospects in the context of the UK parity status Act of 2012. Designed as a mixed method research, it sought the views of FE-trained teachers on their experience of working in secondary schools, the perceptions of recruitment agencies that work directly with FE-trained teachers and of mentors in secondary schools within a case study framework. It found that in spite of the widely acclaimed parity status, the prospects of FE-trained teachers of developing their career via the secondary school route were very limited. It also found that secondary school colleagues have a perception of their FE-trained counterparts as less professional than themselves for some reasons, thus raising a form of intra-professional group conflict. The study recommends policy and curriculum intervention in order for the parity condition to fulfil its full potentials.
This is an Author Original Manuscript (preprint) of an article published by Taylor & Francis Group in Research in Post Compulsory Education on 13/10/2015.
This article reviews research relating to the concept of ‘the professional’ then considers ‘the teaching professional’ and in particular the ‘post-compulsory education (PCE) teaching professional’ in more depth. Recent positive models of the teaching professional are analysed, including the expansive professional and the democratic professional, and a new model from the author’s research is proposed entitled the ‘connected professional’. This draws together a number of key positive components from other models, but also includes a strategy for enacting the model called ‘growing connections’. This is argued to offer a potentially more realisable goal for the future of PCE teaching professionals. The article concludes by offering a set of key characteristics of the PCE teaching professional and calls for adoption of the models offered.
