Becoming a teacher: conceptual and practice development in the learning and skills sector

Abstract

Drawing on a mixed‐methods study of in‐service learning and skills sector (LSS) trainees, comprising beginning‐ and end‐of‐year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi‐dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners’ needs. Next, greater emphasis is placed on learner autonomy and catering for individuals’ needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms.

Keywords:

• conceptions of learning and teaching
• initial teacher education
• teacher development
• post‐compulsory
• further education

Notes

1. Those undertaking teaching roles in the sector have a range of job titles such as tutor, lecturer or trainer. In this paper the term ‘teacher’ is used to cover all these roles, and the term ‘trainee’ is used to refer to any teacher undertaking an ITE qualification.

2. Trainees may take ITE qualifications that are developed by universities or by awarding bodies, such as City and Guilds. All qualifications have to be endorsed by Skills Verification UK.