Exploring the professionalisation of further education teachers in England
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AbstractThe paper captures the professionalisation of teachers in the further education sector by shining a light on their everyday struggle to uphold their ethical goals in support of their students in a climate of performative and regulatory expectations. It reports on a small scale qualitative study in which the six participants were either on the Postgraduate Certificate in Post Compulsory Education course (PGCE in PCE) or on the Masters degree in Professional Practice and Lifelong Education (MA PPLE). They were therefore either student teachers or experienced teachers with different lengths of experience. Students were asked to rank order a set of cards and clarify their decisions. Semi- structured interviews were then undertaken in which the participants were asked to bring artefacts of their choice (potentially from their course of study). Reflection points included the construction of self as teacher and the tensions and impact of a range of expectations nationally and locally. Participants shared responses to continuous change in the sector, their institutions and within their practices. All expressed a common and sustained mission to make a difference, no matter how small, to their students’ lives.
CitationWright, V., Bates, S., Loughlin, T., Clarke, N. and Hale, D. (2022) Exploring the professionalisation of further education teachers in England. Research in Post-Compulsory Education, 27(2) pp.289-306. https://doi.org/10.1080/13596748.2022.2042909
PublisherTaylor & Francis
JournalResearch in Post-Compulsory Education
DescriptionThis is an accepted manuscript of an article published by Taylor & Francis in Research in Post-Compulsory Education on 26/04/2022. The accepted version of the publication may differ from the final published version.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc/4.0/