is the Head of Post Compulsory Education working alongside Theresa Loughlin as Head of Lifelong Learning Partnerships in managing Post Compulsory provision and partnership. Victoria teaches on postgraduate provision including the PGCE PCE and the MA in Professional Practice and Lifelong Education. Theresa teaches substantially on the PGCE in PCE and has previously taught on the MA in Professional Practice and Lifelong Education. Sandi Bates is a Senior Lecturer in the Post Compulsory Education team. She has taught across the PGCE in PCE and has been the Course Leader for the last few years. She is one of the Personal Tutors on the PGCE course. Nicola Clarke and Dayna Hale are current and alumni students, both experienced teachers who work within FE settings and who have contributed to the writing of this paper.
Exploring the professionalisation of further education teachers in
EnglandThe 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.
This paper reports on Phase Two of a small scale qualitative research project. Phase One (2015-2016) focused on pre-service student teachers' perceptions of observation and feedback in relation to their developing identity as teachers. In Phase Two, two previous participants reflected on the research findings as qualified and beginning teachers. New participants were invited to contribute their perspectives of the transition they had made from the PGCE PCE (Postgraduate Certificate in Post Compulsory Education) one year full time course to their first year of teaching. Phase Two considers constructs of teacher identity and theoretical models of communities of practice and ecological learning systems. Participants reviewed transitions from PGCE PCE in to their first year of teaching in relation to a continuum of practice that saw them taking increased levels of ownership of their development. They described the extent to which and the ways in which they identified themselves with the teacher role and as members of a community at work. Applications of the community of practice model were discussed and occasionally compared unfavourably to the community of practice context of the PGCE PCE course. Community of practice concepts such as 'membership' and 'validation' are re-explored in this paper.
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