Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point

2.50
Hdl Handle:
http://hdl.handle.net/2436/334744
Title:
Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point
Authors:
O'Leary, Matt
Abstract:
What it means to be a ‘professional’ in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under Ofsted. These reforms reflected a political desire to improve FE teachers’ professional skills and knowledge and prioritised teaching and learning as the main driver for ‘continuous improvement’. The observation of teaching and learning (OTL) subsequently emerged as a pivotal tool with which to evaluate and measure improvement, whilst also promoting teacher learning and development. Drawing on recent research into the use of OTL, this paper focuses on two case-study colleges in the West Midlands, whose contrasting OTL practices serve to exemplify expansive and restrictive approaches to professionalism in FE.
Citation:
Expansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point 2013, 18 (4):348 Research in Post-Compulsory Education
Publisher:
Taylor & Francis
Journal:
Research in Post-Compulsory Education
Issue Date:
2013
URI:
http://hdl.handle.net/2436/334744
DOI:
10.1080/13596748.2013.847164
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/13596748.2013.847164
Type:
Article
Language:
en
ISSN:
1359-6748; 1747-5112
Appears in Collections:
Mentoring and Professional Development in Education

Full metadata record

DC FieldValue Language
dc.contributor.authorO'Leary, Matten_GB
dc.date.accessioned2014-11-12T12:16:15Z-
dc.date.available2014-11-12T12:16:15Z-
dc.date.issued2013-
dc.identifier.citationExpansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in point 2013, 18 (4):348 Research in Post-Compulsory Educationen_GB
dc.identifier.issn1359-6748-
dc.identifier.issn1747-5112-
dc.identifier.doi10.1080/13596748.2013.847164-
dc.identifier.urihttp://hdl.handle.net/2436/334744-
dc.description.abstractWhat it means to be a ‘professional’ in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under Ofsted. These reforms reflected a political desire to improve FE teachers’ professional skills and knowledge and prioritised teaching and learning as the main driver for ‘continuous improvement’. The observation of teaching and learning (OTL) subsequently emerged as a pivotal tool with which to evaluate and measure improvement, whilst also promoting teacher learning and development. Drawing on recent research into the use of OTL, this paper focuses on two case-study colleges in the West Midlands, whose contrasting OTL practices serve to exemplify expansive and restrictive approaches to professionalism in FE.en_GB
dc.language.isoenen
dc.publisherTaylor & Francisen_GB
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/13596748.2013.847164en_GB
dc.rightsArchived with thanks to Research in Post-Compulsory Educationen_GB
dc.subjectobservation of teaching and learningen_GB
dc.subjectclassroom observationen_GB
dc.subjectprofessional learningen_GB
dc.subjectprofessional developmenten_GB
dc.titleExpansive and restrictive approaches to professionalism in FE colleges: the observation of teaching and learning as a case in pointen
dc.typeArticleen
dc.identifier.journalResearch in Post-Compulsory Educationen_GB
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