4 research outputs found
Mentoring and Individual Learning Plans: Issues of practice in a period of transition.
publication-status: Acceptedtypes: ArticleThis article draws upon research undertaken with 28 teacher education mentors,
managers and trainee teachers within the SW Centre for Excellence in Teacher
Training (CETT) in 2008, following the introduction of the new revised Lifelong
Learning UK (LLUK) standards. The first part of the article locates and contextualises
the policy context in relation to the school and further education (FE) sectors.
Two separate and distinctive models of mentoring practice are delineated, the first
model as a source of formative support for trainee teachers, and the second model
as a tool for the assessment of competence. The article concludes by suggesting
that the danger and indeed unintended consequence of separating out these functions
of mentoring is that an unnecessary dichotomy is created that dislocates
coherent teacher practices from one another. It argues that what is needed is a sustained
period of stability in the sector. This would leave a space for CETT professionals
and others to promote those practices that will make a difference not only
to the work of teacher educators but to the work of staff and students
Beyond compliance: teacher education practice in a performative framework
publication-status: Publishe
Supply-Side and Demand-Side Explanations of Declining Apprentice Training Rates: A Critical Overview
Workplace learning and flexible delivery
Workplace learning has developed as a field both of practice and of research over the past decade. The increase in interest is due in part to heightened awareness that workplace knowledge and skills contribute to enterprise and national competitiveness, but it is also due to an increased focus on the connections to be made between theory and practice as part of an education or training experience. At the same time, new learning technologies have enhanced delivery of instruction and learning materials in workplaces. This article reviews some of the conceptualizations of workplace learning and its cognitive bases. It also examines workplaces as learning environments and considers the special challenges involved in the flexible delivery of training to workplaces.<br /