75 research outputs found
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Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK
Professionalism has assumed the level of obligation in both the training and practice of teachers in the Lifelong Sector (LLS) in the UK. Responding to the demands of professionalism has been seen both by teachers and trainees as a source of tension and distress. In effect, many practitioners and trainees in the field have become less enthusiastic and less attracted to work in the field because of the culture of performativity that some elements of professional demand attract and in some cases, fail to see themselves as professionals. This paper responds to this situation in two ways. First, it offers a new construct of understanding the multiple demands of ‘professionalism’ which categorises elements of professionalism into three categories of subject knowledge, pedagogical and procedural professionalism. Second, it reports the findings of a small pilot research on the disposition of trainee teachers towards the professionalism module of their training programmes.
Though only a pilot study, the research found a paradoxical relationship between trainees and professionalism as trainees felt less like professionals because of the demands and imposition of conditions of procedural professionalism. Also, the pilot study established that among the group investigated, the major source of tension and distress is the demand of procedural professionalism. Finally, the study suggests that trainees are better able to accommodate the demands through appropriate classification that is offered by the new construct
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Designing and piloting PTLLS ESOL: Appendix 4: provider’s final report
This is a final report of a project funded by LSIS to design, pilot and evaluate an specialised PTLLS programme in ESOL. The project was piloted with WCS and evaluated the pros and cons of delivering such a project in a specifc way to practitioners who are already employed in a teaching role in the LLS sector.
[Grant: £5000
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Report of NRDC funded Creative Routes to Qualified Status Programme Development in SFL project (2008/2009)
This paper reports on the design and pilot of a range of additional diploma in SFL projects as part of an overall portfolio of action research funded by NRDC
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Designing and piloting a bridging programme between the Additional Diploma Awards: provider final report
A report of the pilot and evaluation of a bridging course between the Additional Diploma ESOL and Literacy awards funded by LSIS as an action research
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Using targeted observation sessions as a replacement for micro teaching sessions on a PTLLS ESOL course
This paper reports on the piloting and evaluation of an innovative approach to the delivery of the observation component of PTLLS under a funded LSIS action research project
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Literacy and health (Diabetracy)
In this presentation, I argue that literacy has a huge role in the prevention and management of illnesses such as diabetes. In order to do this, I argue that the concept of LSP (Ade-Ojo, 2014) needs to be explored further, such that collaborations between health providers, schools and literacy researchers can lead to the development of a general health literacy curriculum and a literacy for specific diseases. Such a literacy, I argue, must be embedded in school and health practitioners' curricula. The emergence of specific literacies such as diabetracy and obesitracy can ultimately lead to better management and prevention of these diseases as they would ultimately become a component part of the literacy practices of beneficiaries
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Deconstructing and reconstructing professionalism: the ‘professional’ demands of the PCET teacher education programme in the UK
Professionalism has assumed the level of obligation in both the training and practice of teachers in the Lifelong Sector (LLS) in the UK. Responding to the demands of professionalism has been seen both by teachers and trainees as a source of tension and distress. In effect, many practitioners and trainees in the field have become less enthusiastic and less attracted to work in the field because of the culture of performativity that some elements of professional demand attract and in some cases, fail to see themselves as professionals. This paper responds to this situation in two ways. First, it offers a new construct of understanding the multiple demands of ‘professionalism’ which categorises elements of professionalism into two categories of knowledge and procedural professionalism. Second, it reports the findings of a small pilot research on the disposition of trainee teachers following the use of the construct as a means of understanding the demands of professionalism on their practice and training.
The pilot study employed a qualitative approach to research, collecting data through interviews and a questionnaire. The data were then subjected the data to qualitative analysis. Though only a pilot study, the research had a number of findings. First, it found a paradoxical relationship between trainees and professionalism as trainees felt less like professionals because of the demands and imposition of conditions of procedural professionalism. Second, the pilot study established that among the group investigated, the major source of tension and distress is the demand of procedural professionalism. Finally, the study found that trainees are better able to accommodate the demands through appropriate classification that is offered by the new construct.
Following these findings, the paper suggests that teacher trainers in the field of LLS must ensure that their trainees are adequately prepared for coping with the inevitable pressure that procedural professionalism and its attendant culture of performativity will evoke in their professional practice. It suggests that using the construct presented in this paper is one of the ways in which such better understanding can be facilitated
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Epistemic groundings for literacy in sustainable development at the local governance level
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