![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The paper captures the professionalisation of teachers in the further education sector by shining a light on their everyday struggle to uphold their ethical goals in support of their students in a climate of performative and regulatory expectations. It reports on a small-scale qualitative study in which the six participants were either on the Postgraduate Certificate in Post Compulsory Education course (PGCE in PCE) or on the Masters degree in Professional Practice and Lifelong Education (MA PPLE). They were therefore either student teachers or experienced teachers with different lengths of experience. Students were asked to rank order a set of cards and clarify their decisions. Semi-structured interviews were then undertaken in which the participants were asked to bring artefacts of their choice (potentially from their course of study). Reflection points included the construction of self as teacher and the tensions and impact of a range of expectations nationally and locally. Participants shared responses to continuous change in the sector, their institutions and within their practices. All expressed a common and sustained mission to make a difference, no matter how small, to their students’ lives.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Victoria Wright
Dr. Victoria Wright is the Head of Post Compulsory Education working alongside Theresa Loughlin as Head of Lifelong Learning Partnerships in managing Post Compulsory provision and partnership. Victoria teaches on postgraduate provision including the PGCE PCE and the MA in Professional Practice and Lifelong Education. Theresa teaches substantially on the PGCE in PCE and has previously taught on the MA in Professional Practice and Lifelong Education.
Sandi Bates
Sandi Bates is a Senior Lecturer in the Post Compulsory Education team. She has taught across the PGCE in PCE and has been the Course Leader for the last few years. She is one of the Personal Tutors on the PGCE course.
Nicola Clarke
Nicola Clarke and Dayna Hale are current and alumni students, both experienced teachers who work within FE settings and who have contributed to the writing of this paper.
Dayna Hale
Nicola Clarke and Dayna Hale are current and alumni students, both experienced teachers who work within FE settings and who have contributed to the writing of this paper.