Teacher Educators in Vocational and Further Education (eBook)

Acknowledgements 7
Contents 8
Editor and Contributors 10
List of Figures 12
List of Tables 13
1 Sweetest Taboo? Further Education and Research 14
Introduction 14
Further Education 15
Structure of the Research Monograph 20
Covid-19 21
Summary 23
References 23
2 VET Teachers and Teacher Trainers in India 25
Introduction 25
VET Teachers and Teacher Trainers in the System 26
Quantitative and Qualitative Problems Concerning VET Teach 28
The Teachers-Trainers Perspective: Findings from a Small-Scale Study 30
Conclusion: Future Perspectives/Needs of VET Trainers 35
References 36
3 Is It Us or Them? Teacher Education as Act of Resistance to a Neo-liberal Age 40
Introduction 41
Background Context 41
The PGCE Course in Question 43
Research Design 45
Thematic Analysis 46
Theme 1: The Subjected Subject (Socialisation and the Teaching Conditions Within PCE) 46
Theme 2: Game Play, Mediated Judgments and the Thinking Actor 47
Theme 3: The PGCE Classroom as a Deliberative Space 49
The Place of ITE in a Neoliberal Sector 49
Conclusion 52
References 53
4 A Foundation for Practitioner Based Research in TVET: The New Postgraduate Diploma: TVET 55
Introduction 56
TVET College Lecturers in South Africa 57
Why a Post-Professional TVET Educator Qualification? 58
Envisaged Outcomes of the Postgraduate Diploma TVET 59
Conceptual Framing of Vocational Teacher Development 60
A Case Study of the First Pilot Cohort of the PGDIP TVET 62
Implementation Challenges 63
Timetabling Difficulties 63
Stringent Entry Requirements in the Absence of Pipeline Qualifications 64
Academic Readiness of PG Dip TVET Entrants 64
Digital Literacy and Access 65
Vignettes: Participant Experiences 65
Pamela’s Story 66
Mohamed’s Story 66
Glenda’s Story 67
Soraya’s Story 68
Sifiso’s Story 68
Conclusions from the Pilot PGdip TVET Rollout 69
References 70
5 Stakeholder Perspectives on Vocational Teacher Education and Teacher Educators Role in Supporting Coherence 72
Introduction 73
Review of Literature 74
Teacher Education and Vocational Teachers 74
Coherence and Teacher Education 75
Being a Teacher Educator in Vocational Teacher Training 75
Research Question 76
Methods 76
Findings/Discussion 76
Coherence in Policy–Framing Teacher Educators’ Space for Action 77
Coherence at Vocational Schools—Managers and Student Teachers’ Perspectives 78
Diverse Knowledge from R& D—The Content for Teaching
Summary 81
References 82
6 A Teacher Education Framework for Fostering Further Education Teachers’ Culturally Responsive Questioning Strategies 85
Introduction 86
Review of Literature 87
Culturally Responsive Teaching Practice 87
Questioning Strategies that Support Student Learning 89
Inclusive Use of Questioning Strategies 89
Teachers Awareness of How Questions Are Used 90
Research Method 90
Data Analysis 91
Teacher Profiles 91
Findings 92
Fostering a Trusting Learning Environment 92
Q & A Strategies Embedded in Learner-Centred Activities
Discussion 94
A Framework for Fostering Culturally Responsive Questioning Strategies 95
Conclusion 96
References 97
7 Further Education Teacher Educators’ Initial Disciplines, Journeys and Titles: From Their Perspectives in Higher Education Institutions, Further Education Colleges and Private Providers 99
Introduction 100
Literature Sources 102
Initial Disciplines 102
Pathways of Becoming These Educationists 103
Related Titles 103
Findings and Discussion 104
Initial Disciplines 104
Journeys 106
Titles 108
Conclusion 110
References 111
8 Reflexivity for Whom? The Ethics of a Craft Identity and the Know-How of Supporting Reflexivity on Teacher Education Programmes 113
Introduction 114
Boundary Crossing and Opportunities for Learning 114
Context: The InFo-TED International Project 115
A Matter of Craft? Ethics, Identity and Practice 116
Reflexivity for Whom? 118
Adopting a Craft Perspective—Two Narrative Case Studies of VET Professional Boundary Crossing 119
Example 1: The ‘zipper Jam’ 119
Example 2: Anxieties and Fears at Boundary-Crossing 121
Example 3: Meaningful Reflexive Practices—Future-Proofing 122
Example 4: Moving on and Working-On Identity 124
Conclusion 124
References 125
9 Towards a More Radical, Meaningful and Dynamic Teacher Training and Mentoring Scheme for Teachers and Learners of the Future: A Personalised Approach to Pedagogy and Curriculum Design 128
Introduction 129
Initial Teacher Education: Some Modern Complications 130
Underpinning a Progressive Model of Learning 131
Underpinning Theoretical Frameworks 132
A Conceptual Framework of the Occupational Pedagogy of Teachers 133
Description of the Conceptual Framework 134
Methodology 135
Discussion 136
Employers, Employability and Vocational Learning 137
Skills 137
Practice and Theory 139
Conclusion 140
References 141
10 Future Development of Teacher Educators in the FE Sector: Challenges and Opportunities 144
Reaching the End and Literature Review 144
Re-Cap of the Contributions 145
Themes Arising from This Research Monograph 149
Contributions, Challenges and Opportunities 149
References 151