An integrated professionalism in further education: a time for phronesis?

Plowright, David; Barr, Glenn

doi:10.1080/0309877x.2011.590584

Cited by 23 publications

(23 citation statements)

References 18 publications

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“…The transformation of learning into a business (Ainley and Bailey, 1997), with its attendant performance criteria and target setting, has exercised a level of control over teachers which has undermined their sense of professionalism and led them to question what constitutes a 'good' teacher under new managerialist regimes (Shain and Gleeson, 1999). Such regimes have blurred the distinction between the professional and manager allowing managerialism to dominate and drive sector thinking (Plowright and Barr, 2012). This has been exacerbated by the rhetoric of competitiveness which dominates the post-compulsory sector (Avis, 2007), and has intensified to the extent that it is not only colleges which are in competition with each other, but even the departments within them (Garbett et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure

Bailey

Colley

2014

Journal of Vocational Education & Training

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Since incorporation of further education (FE) in England in 1992, much research has critiqued the performative pressures on FE teachers created by a managerialist audit culture. These critiques have demonstrated the detrimental effects of the technicised delivery of learning outcomes on more learner-centred pedagogies. However, FE policies now purport to place greater emphasis on learner-centredness. In this paper, we question the meanings such policies give to this notion, and examine how they are shaping teachers' practice. Drawing on findings from an ethnographic study of trainee and newly qualified FE teachers, we innovatively apply a social theory of time to analyse the resulting time pressures that teachers encountered. In particular, the distinction between 'clock time' and 'process time' is used as a specific lens through which to interpret the data. We argue that FE policies misappropriate and subvert the notion of learner-centredness by focusing on assessment outcomes; and that they expect teachers to devote more time to learners, but without an associated allocation of adequate time resources. As a result, there may be a danger of losing more teachers from the profession. These findings may have cross-sector relevance in schools and higher education, as well as internationally.

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Section: Introductionmentioning

confidence: 99%

‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure

Bailey

Colley

2014

Journal of Vocational Education & Training

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“…Plowright and Barr (2012), however, identify a real shift in the professional agenda for teacher educators in LLL, precisely regarding a codification of professional conduct and, they suggest, identity. The authors argue that the movement over the last decade, since the creation of LLL"s professional body, the IfL, in 2002, has led to the imposition of a highly artificial code of "ethics" by the sector"s professional body and to unthinking managerial, micro-controlled behaviour.…”

Section: Resultsmentioning

confidence: 99%

Payback time? Discourses of lack, debt and the moral regulation of teacher education

Beighton

2014

Discourse: Studies in the Cultural Politics of Education

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This paper analyses recent policy and discourse in the UK Lifelong learning (LLL) sector to identify a tension in discourse which positions teacher educators as essential to the knowledge economy while simultaneously insisting on the deficits they represent. Drawing on critical analyses from Friedrich Nietzsche, Maurizio Lazzarato and Gilles Deleuze, I challenge altruistic views of professional motivation and situate individual professionalism under a construction of an indebted subject. Examining recent attempts to redefine professional standards in the sector, I argue that teachers are positioned as subject to homogenisation and ethically indebted to a higher ideal. Ethical commitments to adult learning, I suggest, are a cost-effective instrument of social control because of their imbrication in this discourse of irredeemable moral debt to the sector. Responses to this situation, I argue, are likely to include forms of professional mobility which undermine it.

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“…However, education, like health and social care settings, exists in a culture of corporate ideology and financial acumen that shapes how it functions; it is the outcome not the process of education that is the master of the university setting (Goodman 2014). The challenge for the HE sector (Plowright and Barr 2012), in tandem with health and social care sector (Freidson 2001), is to create a culture that will facilitate students and staff to confront and address the forces of managerialism that impact on nurturing caring values in these work environments and through this action, create 'a world in which it will be easier to love' (Freire 2000, 40). This requires a questioning and resilient student, prepared to challenge the status the quo and address social dichotomies: in the present neoliberal marketplace, built on an ideology of growth, greed and individualism, caring values in a public sector workplace makes an uncomfortable bedfellow.…”

Section: The Principlesmentioning

confidence: 99%

Transforming learning: teaching compassion and caring values in higher education

Clouston

2017

Journal of Further and Higher Education

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As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations were caring values are not achieved or sustained. This can only be accomplished as a coproduced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its achilles heel.

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An integrated professionalism in further education: a time for phronesis?

Cited by 23 publications

References 18 publications

‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure

‘Learner-centred’ assessment policies in further education: putting teachers’ time under pressure

Payback time? Discourses of lack, debt and the moral regulation of teacher education

Transforming learning: teaching compassion and caring values in higher education

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