Informal learning in the workplace

Eraut, Michael

doi:10.1080/158037042000225245

Cited by 1,797 publications

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“…Thus, school expectations (cf. Eraut, 2004) of the role of beginning teachers following the GTP might be unclear until partnerships were more clearly established.…”

Section: Introductionmentioning

confidence: 99%

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

Griffiths

2007

Journal of In-Service Education

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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...

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“…Thus, school expectations (cf. Eraut, 2004) of the role of beginning teachers following the GTP might be unclear until partnerships were more clearly established.…”

Section: Introductionmentioning

confidence: 99%

“…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. 1).…”

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confidence: 99%

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

Griffiths

2007

Journal of In-Service Education

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“…Support is given and especially needed from the student's family and friends, but also from colleagues and employer. The university and academic world offer several beneficial services as well, such as library services as well as conferences and seminars (see Eraut, 2004;Boud & Lee, 2005).…”

Section: Caring Supervision Is Sensitive Interactionmentioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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This article describes the elements of caring supervision of doctoral theses. The purpose was to describe the best practices as well as challenges of supervision especially from the supervisor's perspective. The analysis is based on the author's extensive experience as a supervisor and related data obtained for research and developmental purposes. Caring supervision is summarized into ten facts that illustrate the multidimensional nature of a supervision relationship. The findings can help supervisors develop in their important work of supervising doctoral theses.

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“…Classrooms and other formal educational settings are valuable for providing spaces to explore practices and to question prevailing norms, but unless whatever is learned in them can be translated into the wider world, learning is likely to have a short half-life [4]. We can easily imagine a medical student, let's call her Jenny, learning about co-creation in medical school and then cycling to work at a hospital and discovering that her desire to co-create-for example, to involve patients in service redesign-is not shared by her colleagues or, more fundamentally, by the norms of her workplace.…”

Section: Introductionmentioning

confidence: 99%

Co-Creating an Expansive Health Care Learning System

Cribb

Owens

Singh

2017

AMA Journal of Ethics

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How should practices of co-creation be integrated into health professions education? Although co-creation permits a variety of interpretations, we argue that realizing a transformative vision of cocreation-one that invites professionals to genuinely reconsider the purposes, relationships, norms, and priorities of health care systems through new forms of collaborative thought and practice-will require radically rethinking existing approaches to professional education. The meaningful enactment of co-creative roles and practices requires health professionals and students to negotiate competing traditions, pressures, and expectations. We therefore suggest that the development of what we call an "expansive health care learning system" is crucial for supporting learners in meeting the challenges of establishing genuinely co-creative health care systems. IntroductionCo-creation means bringing together health professionals, patients, providers, and other key stakeholders to jointly address health care problems [1]. If this is to be feasible, then clinicians (and other stakeholders) need to be prepared for co-creation, which would entail ambitious changes to health professions education. That, at least, is what we intend to argue in this article, and, in so doing, we also hope to indicate the breadth and depth of the relevant ambition for medical education. We define what is needed as an "expansive health care learning system" that challenges traditional conceptions of, and boundaries between, teachers and learners and theoretical and practical expertise [2].

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Informal learning in the workplace

Cited by 1,797 publications

References 2 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

A Good Supervisor–Ten Facts of Caring Supervision

Co-Creating an Expansive Health Care Learning System

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