Download Teacher Professionalism in Further and Higher Education by Jocelyn Robson PDF
By Jocelyn Robson
Academics from additional and better schooling are not often thought of jointly. This booklet explores the variations and similarities that exist among those teams. It offers an up to date account of advancements and brings jointly arguments and debates approximately either teams of academics to problem a few strongly held ideals. concentrating on features of lecturers' professionalism, Jocelyn Robson considers what 'professionalism' may perhaps suggest and ways that 'professionalism' has been studied. She is going directly to examine: expert criteria, education and skills expert identities and groups possibilities and methods 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 educating career in additional and better schooling.
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Additional resources for Teacher Professionalism in Further and Higher Education
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232) may prevail. , 2000). Standards, training and qualifications 43 Learning communities Attendance on a training or professional development programme may offer an opportunity to negotiate an identity outside the bounds of an employing or placement institution. As noted above, the students often attach considerable value to their experience of the support and challenge offered by the peer group. The ‘withdrawal’ from the workplace can stimulate renewal for both experienced and new teachers. More will be said in Chapter 4 about the different ‘communities’ that these teachers belong to.
Any de-skilling tendencies associated with the workplace were to be resisted. This notion of responsibility to the industry, to the first professional group from which they come, may be specific to teachers of vocational and professional disciplines; it may or may not be widespread. However, it is echoed in universities by notions of responsibility to the academic community and to the discipline itself. 22 Meanings of professionalism It was briefly noted previously that teachers of different disciplines tend to approach their work in different ways.
Work placements will often be required, and setting these up and monitoring them will involve teachers in close liaison with colleagues in industry. In many ways, the credibility of the vocational teacher lies here, in his or her links with a world outside and beyond education. In a small-scale study of the attitudes and beliefs of teachers towards vocational programmes and qualifications, Robson et al. (2004) found that almost half of the 22 vocational teachers used a narrative of ‘protecting standards’; in this way, they positioned themselves at the vanguard of good professional practice in their industry.