Samson, Anne (2009) Vocational students' experiences of in-service Initial Teacher Training. In: The Journal of Vocational Education and Training Eighth International Conference: Researching Vocational Education Policy and Practice, 03 - 05 Jul 2009, Worcester College, Oxford. (Unpublished)Full text not available from this repository.
Since 2000 teachers new to Further Education (the Lifelong Learning or Learning & Skills Sector) are expected to undergo teacher training. More particularly, since September 2007, this training is to be at levels 4 and 5/6 with an initial 30-hour course mandated to take place in the teacher?s first year of teaching (at level 3 or 4). This has put a great burden on teachers of practical skills who, for whatever reason, chose not to continue with an academic career and subsequently the ITT team which supports them. Premising in-service ITT as work-based learning, which it in effect is, opens up a range of possible alternative approaches to curriculum design and assessment, to better meet the needs of learners, employers and validating bodies. In addition to these suggestions, the research sheds light on a number of widening participation agendas, including return to formal study, reactions to deadlines and bridging courses. It further addresses reasons why practical skills experts choose to enter teaching. The research is based on formal and informal interviews with vocational or practical skills teachers who completed their training over a three-year period, interviews with their ITT teams and assessment of external examiners? reports.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||University of Westminster > Westminster Exchange|
|Depositing User:||Miss Nina Watts|
|Date Deposited:||30 Jul 2010 10:11|
|Last Modified:||30 Jul 2010 10:11|
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