Development of knowledge and skills at work

Eraut, Michael

doi:10.2307/j.ctt1t891gf.11

Cited by 154 publications

(221 citation statements)

References 0 publications

Supporting

Mentioning

206

Contrasting

Unclassified

Order By: Relevance

“…It was in school that all five types of 'on the job' training identified by de Jong (1997) Structural support and training were provided by schools through their procedures, policies and practices, such as planning, behaviour management and assessment. This was usually led by the headteacher, a key figure in promoting good practice in the primary school (Ofsted, 2002b;Sturman, 2003); strong leadership is identified as a major factor affecting learning in the workplace (Tracey et al, 1995;Eraut et al, 2000). Many GTP trainees were based in well organised schools, providing good models of primary practice (as identified by the LEA and in Ofsted reports), which enhanced their own professional development.…”

Section: School-based Training and Supportmentioning

confidence: 99%

“…Working alongside experienced practitioners has been identified as an important form of work-based learning in the professions (Gear et al, 1994;Eraut et al, 2000;Jacklin et al, 2006).…”

Section: Tessa Saw This As An Important Part Of Her Professional Devementioning

confidence: 99%

“…Coffield, 2000) is useful in order to understand the ways in which such learning takes place, and the factors which may be significant in this complex process. Tracey et al (1995) and Eraut et al (2000) stress the importance of the learning culture of the workplace, characterised particularly by the way work is organised and managed, and by the social climate of the work environment, including relationships with colleagues. Thus both formal and informal factors can be seen to play a significant role in facilitating or inhibiting development and learning.…”

Section: Workplace Learningmentioning

confidence: 99%

“…Informal learning in the workplace (Gear et al, 1994;Coffield, 2000;Eraut et al, 2000), including professions such as teaching, can take place through observing and working alongside experienced practitioners, and this can be as or more effective than formal coaching or mentoring. Eraut (2004), drawing on findings from a number of large scale projects, proposes a model of workplace learning which takes the form of two triangles, depicting the work context and factors affecting learning within it (see Fig.…”

mentioning

confidence: 99%

“…Tracey et al (1995) and Eraut et al (2000) stress the importance of the learning culture of the workplace, characterised particularly by the way work is organised and managed, and by the social climate of the work environment, including relationships with colleagues. Thus both formal and informal factors can be seen to play a significant role in facilitating or inhibiting development and learning.Informal learning in the workplace (Gear et al, 1994;Coffield, 2000;Eraut et al, 2000), including professions such as teaching, can take place through observing and working alongside experienced practitioners, and this can be as or more effective than formal coaching or mentoring. Eraut (2004), drawing on findings from a number of large scale projects, proposes a model of workplace learning which takes the form of two triangles, depicting the work context and factors affecting learning within it (see Fig.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Experiences of training on an employment‐based route into teaching in England

Griffiths

2007

Journal of In-Service Education

View full text Add to dashboard Cite

This version is made available in accordance with publishers' policies. All material made available by CReaTE is protected by intellectual property law, including copyright law. Any use made of the contents should comply with the relevant law. The Graduate Teacher Programme in EnglandEmployment-based routes into teaching can be found in the USA, Canada, Australia and New Zealand (Brookes, 2005;Haigh, 2003). These vary considerably in nature and little research has been carried out into whether they offer an effective induction into teaching. The Graduate Teacher Programme in England was set up by the then Teacher TrainingAgency (TTA) in 1997 in order to address a national shortage of teachers. It was designed to attract mature entrants to the profession, particularly those changing their career. The GTP enables schools to employ unqualified teachers, whilst training them to meet national standards for qualified teacher status (DfES/TTA, 2003).In 2002, whilst representatives from the TTA praised the new scheme as a high quality route which had already brought 'well over 6,000 career-changers into teaching' (TTA, 2002a, p.2), a preliminary survey by government inspectors was highly critical of GTP provision overall (Ofsted, 2002a). The report identified considerable variation in practice 3 and concluded that: 'too many trainees are failing to achieve the high standards of which they are capable' (ibid. p.29). However, the report also noted that the GTP could be an 'effective route for training teachers' (ibid. p.10), where good practice was in operation.Since 2002, the GTP has helped to fill teacher recruitment gaps in England (MacLeod, 2005); although a more recent inspection survey of GTP providers (Ofsted, 2005) found that the quality of training was still variable. However, the report noted that improvements had been made to the training route overall and that the best managers had 'a clear understanding of the distinctive demands of an employment-based route' (ibid.p.3). The report also commented on the quality of the candidates attracted to the scheme, who were 'highly committed' (ibid. p.14) and professional, with strong 'motivation and ability to get the most out of the training and experiences offered' (ibid. p.14).The limited research so far into the GTP reveals a similarly mixed picture. For example,Foster (2000) found that, whilst there was enthusiasm in schools for a flexible programme which could help alleviate teacher shortage, the quality of provision was variable and, in some cases, trainee teachers were being exploited. More recently, Brookes (2005) highlighted the tension between models of teacher education and the potentially low quality of some employment-based programmes. However, he acknowledged that the scheme provided opportunities for mature entrants to train and that mentors in schools welcomed the GTP as a positive alternative approach to training. This is reinforced in some brief, first-hand accounts by GTP trained teachers (Parkin, 2002;Clarry, 2003), which stress the benefits of the...

show abstract

Section: School-based Training and Supportmentioning

confidence: 99%

“…Working alongside experienced practitioners has been identified as an important form of work-based learning in the professions (Gear et al, 1994;Eraut et al, 2000;Jacklin et al, 2006).…”

Section: Tessa Saw This As An Important Part Of Her Professional Devementioning

confidence: 99%

Section: Workplace Learningmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Experiences of training on an employment‐based route into teaching in England

Griffiths

2007

Journal of In-Service Education

View full text Add to dashboard Cite

show abstract

Capturing the Elusive

Broad¹,

Lahiff²

2019

The Wiley Handbook of Vocational Education and Training

View full text Add to dashboard Cite

Contextual factors influencing informal learning in a workplace setting: The case of “reinventing itself company”

Ellinger

2005

Human Resource Development Quarterly

201

224

View full text Add to dashboard Cite

Interest in workplace learning has intensified in recent years (Billett, 2002;Boud and Garrick, 1999;Collin, 2002;Ellstrom, 2001;Illeris, 2003;Stern and Sommerlad, 1999 Note: Funding for this study was provided by The Kellogg Foundation through the Cyril O. Houle Scholars in Adult and Continuing Education Fellowship Program administered by the University of Georgia Department of Adult Education. The author is grateful to have participated in the Houle Scholars Program and thankful for the expertise and support provided by staff members and other Houle scholars throughout this project. Sincere thanks are also extended to the president of the local chamber of commerce for providing referral to "Reinventing Itself Company"; to the senior executives at the company for approving the research project; to the nominator and participants in the company who shared critical informal learning incidents and supported this project; to the director and staff members of the Center for Business and Economic Research for providing office space and administrative support throughout this fellowship; and to Robert P. Bostrom, Bradley C. Courtenay, Alexander E. Ellinger, Daniele D. Flannery, and Karen E. Watkins for helpful guidance on various aspects of the project. The author also thanks the editors and four anonymous reviewers for their insightful and helpful comments on an earlier version of this article.

show abstract

Development of knowledge and skills at work

Cited by 154 publications

References 0 publications

Experiences of training on an employment‐based route into teaching in England

Experiences of training on an employment‐based route into teaching in England

Capturing the Elusive

Contextual factors influencing informal learning in a workplace setting: The case of “reinventing itself company”

Contact Info

Product

Resources

About