The professional learning of further education lecturers: effects of initial lecturer education programmes on continuing professional learning in Scotland and Wales

Abstract

This paper reports on the results of a research study conducted in two colleges of further education in Scotland and Wales. The aim of the study was to begin to understand the ongoing effects of initial lecturer education programmes. Using the accounts of respondent lecturers and detailed documentary analysis, an accurate picture of the professional learning provision in the two colleges and devolved sectors was constructed. The research found that induction practices, mentor support, model of initial lecturer education programmes and engagement with practice focused work-based learning all had significant impact on ongoing engagement with professional learning. The paper concludes with suggestions for practice related to the structuring of professional learning from induction to continuous career-long provision.

Keywords:

• Further education
• vocational teachers
• work-based learning
• lecturer education
• professional learning
• lecturer initial education

Notes

1. The use of the word ‘training’ when describing teacher education programmes is contested (a useful summary of literature related to this is provided by Asif [2013]). However, ‘training’ forms part of the language used within FE to describe initial and continuing education programmes for lecturers and, as such, where necessary is used within this paper.

2. Assessors and Verifiers awards are portfolio-based short training courses originally aimed at training industry employed staff in assessment practices to support work-based assessment.

3. These qualifications are aimed at developing skills in managing portfolio development and not pedagogic development courses.

4. SCQF descriptors are a framework used in Scottish education to define the relative level of learning outcomes associated with stages and courses. The framework runs from 1 to 12. Examples from the framework would be: Level 1, introductory pre-apprentice; Level 6, standard technical apprenticeship and Level 12, doctorate. Information can be found at: http://www.scqf.org.uk/interactive-framework/

5. QCF descriptors used in England and Wales perform the same function as SCQF but run on a scale from entry level to 8, entry level 3 being pre-apprenticeship and level 8 being doctorate, see http://www.accreditedqualifications.org.uk/ for further information. Both SCQF and QCF are affiliated with and aligned to the European Qualifications Framework, https://ec.europa.eu/ploteus/en/content/descriptors-page

6. Degree level (undergraduate and postgraduate dependent on previous qualifications of individuals) university-delivered initial lecturer training course, 60 credits delivered over one year (full degree = 180 credits).