This article uses a conceptual approach to understand how qualified teachers in England with occupational experience use pedagogic and occupational knowledge and experiences in their teaching practices. The conceptual approach consists of two parts: (1.) 'Putting Knowledge to Work' (PKtW), a generic concept which uses 'recontextualisation' processes to investigate how learners apply knowledge in different settings, and (2.) a structure for applying PKtW to teachers. This article is based on the qualitative findings of a project which consisted of eight qualified teachers. In addition to the discussions, the complexities of applying the conceptual framework to teachers with occupational experience and a typology of knowledge sources and recontextualisation approaches are offered. The last section outlines the implications for teacher training, work settings, continuous professional development and for other teaching professionals in different pedagogic settings.
This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government.
Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper in England and the need to optimise teaching resources due to the current global recession have prompted a re-assessment of recording technologies in pedagogic practices. In this article, the application of digital technology to analyse teaching practices may be classified into four approaches using: pedagogic theories of learning, a reflective approach, 'technical' aspects of the digital technology, and a multimodality framework. This article offers a socio-cultural framework of multimodality and reflective peer review to analyse teaching practices of and by qualified teachers. The findings of this article include: a structured approach to analysing the multi-modes of pedagogic practices, and a collaborative and supportive peer review of post-teaching sessions. These findings have implications for teachers' continuous professional development, teacher education, teaching institutions and policy-makers.
IntroductionWell-qualified teachers and quality teaching are essential elements in any education sector whether it is primary, secondary, further education or higher. The quality of 'teachers and teaching' is emphasised in the government White Paper (Department for Education 2010, 9) The importance of teaching in England as the crucial factor in the determination of students' performance.Also relating to teachers and teaching is a report by Foster (2005), in which he called for a greater application of technology in teaching settings. Contextualising the above points to the current economic situation, England and other developed countries have experienced budgetary tightening as a result of the recent global recession, which started towards the end of the first decade of the twenty-first century. This budgetary tightening has implications for the application of financial and non-financial resources in an area like education.It is against the backdrop of the above points, which are a greater emphasis on teaching, a better use of technological resources, and a financially constrained environment, that this article focuses on the professional development of teaching
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