By Jocelyn Robson
Lecturers from extra and better schooling are infrequently thought of jointly. This e-book explores the variations and similarities that exist among those teams. It offers an updated account of advancements and brings jointly arguments and debates approximately either teams of lecturers to problem a few strongly held ideals. concentrating on points of lecturers' professionalism, Jocelyn Robson considers what 'professionalism' might suggest and ways that 'professionalism' has been studied. She is going directly to give some thought to: expert criteria, education and skills specialist identities and groups possibilities and techniques for pro improvement and renewal key debates within the literature and the main major coverage advancements the most demanding situations at the moment dealing with the instructing career in additional and better schooling.
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Additional resources for Teacher Professionalism in Further and Higher Education
An associated requirement for all teachers to meet literacy, numeracy and language specifications at level 3 upon entry to their training programme will fortunately be dropped as part of the new reforms (DfES, 2004a). This requirement had proved controversial since it exceeded that laid down for school teachers by the TTA and was likely to have made recruitment of teachers (particularly in vocational areas) even more difficult to sustain than it is currently. Needless to say, there has been no official attempt either to introduce equivalent requirements for teachers in universities, despite figures indicating that numbers of them hold no formal academic qualifications (HESA, 2004).
The nature of some current understandings about ‘good teaching’ will be discussed more fully in Chapter 3. Attitudes to teacher training and development vary and some resistance is apparent, particularly in higher education. Though there is more evidence (for example, in the educational press) that individuals are starting to engage with teaching and learning in meaningful ways, discipline-related research is still a priority in most universities, and the academic identity is still strongly tied to it.
Here, initial training is now required of new staff, as noted above, but there are many fewer opportunities for experienced teachers to develop their practice to advanced levels. Those that do take up teacher training and professional development courses often value the experience, and as official scrutiny increases, pressures to demonstrate the effectiveness of provision also mount. The study referred to above by Harkin et al. (2003), which involved 244 respondents in 10 FE colleges in England, found that 90 per cent rated the experience of initial teacher training as ‘helpful’ or ‘very helpful’.