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dc.contributor.authorWright, Victoria
dc.contributor.authorBates, Sandi
dc.contributor.authorLoughlin, Theresa
dc.contributor.authorClarke, Nicola
dc.contributor.authorHale, Dayna
dc.date.accessioned2021-10-07T08:33:18Z
dc.date.available2021-10-07T08:33:18Z
dc.date.issued2022-04-26
dc.identifier.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/10.1080/13596748.2022.2042909en
dc.identifier.issn1359-6748en
dc.identifier.doi10.1080/13596748.2022.2042909
dc.identifier.urihttp://hdl.handle.net/2436/624394
dc.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.en
dc.description.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.en
dc.formatapplication/pdfen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/13596748.2022.2042909en
dc.subjectprofessionalismen
dc.subjectprofessionalisationen
dc.subjectteacheren
dc.subjectidentityen
dc.subjectlifelong learningen
dc.titleExploring the professionalisation of further education teachers in Englanden
dc.typeJournal articleen
dc.identifier.journalResearch in Post-Compulsory Educationen
dc.date.updated2021-10-06T12:04:11Z
dc.date.accepted2021-10-05
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW07102021VWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc/4.0/en
rioxxterms.licenseref.startdate2023-10-26en
dc.source.volume27
dc.source.issue2
dc.source.beginpage289
dc.source.endpage306
refterms.dateFCD2021-10-07T08:32:23Z
refterms.versionFCDAM


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