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

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    Authors
    O'Leary, Matt
    Issue Date
    2013
    
    Metadata
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    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
    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
    Journal article
    Language
    en
    ISSN
    1359-6748
    1747-5112
    ae974a485f413a2113503eed53cd6c53
    10.1080/13596748.2013.847164
    Scopus Count
    Collections
    Faculty of Education, Health and Wellbeing

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