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State regulation and the professionalisation of further education teachers: a comparison with schools and HE

机译:国家法规和继续教育教师的专业化:与学校和高等教育的比较

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Over the last few decades, governments of all political hues have introduced measures to regulate the development of the professional status of teachers in England. In the first part of the article, we compare and contrast how teachers from schools, colleges and universities are regulated by the state and the nature of the ITT qualifications and curricula that have been developed in response. We further explore the separate qualification tracks and pedagogical traditions that Bailey and Robson highlighted suggesting that the separate traditions of training school, college and HE teachers appear to be as strong as ever, as is a trend of ever‐greater and more complex forms of regulation. In the second part of the article, we turn to a more theoretical examination of the state's attempt to professionalise teachers across the three sectors. We focus particularly on how national standards and the imposition of regulated forms of professional status are mediated by the workplace environments and historical traditions of the three sectors. Throughout, we attempt to evaluate the factors that help explain why the professionalisation of FE teachers has taken such contrasting forms to those of school and university teachers.View full textDownload full textKeywordsteacher training, teacher development, standards, learning in the professions, policy analysis, further educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13636820.2010.536249
机译:在过去的几十年中,各种政治色彩的政府都采取了措施来规范英格兰教师专业地位的发展。在本文的第一部分中,我们比较并对比了学校,学院和大学的教师如何受到国家以及为响应而制定的ITT资格和课程性质的监管。我们进一步探讨了Bailey和Robson强调的单独的资格认证途径和教学传统,这表明培训学校,大学和HE老师的单独传统似乎像以往一样强大,并且是一种趋势,这种趋势越来越大,形式越来越复杂。规。在本文的第二部分,我们将对国家试图使三个部门的教师专业化的尝试进行更理论上的考察。我们特别关注工作场所环境和这三个部门的历史传统如何调和国家标准和施加受规制的专业地位。在整个过程中,我们尝试评估有助于解释为什么体育教师的专业化与学校和大学教师的专业化形成鲜明对比的因素。查看全文下载全文关键字教师培训,教师发展,标准,专业学习,政策分析,进一步的教育相关的var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13636820.2010.536249

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