Citations (52)
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Diane Dalby & Andrew Noyes. (2022) Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education 27:3, pages 413-435.
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Victoria Wright, Sandi Bates, Theresa Loughlin, Nicola Clarke & Dayna Hale. (2022) Exploring the professionalisation of further education teachers in England. Research in Post-Compulsory Education 27:2, pages 289-306.
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Paul Tully. (2022) Joining the dots: theorising professionalism in the English Further Education Sector. Research in Post-Compulsory Education 27:1, pages 66-97.
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Hannes Hautz & Michael Thoma. (2021) Teacher subjectivation in the quality dispositive: the example of VET in Austria. British Journal of Sociology of Education 42:5-6, pages 792-811.
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Ron Thompson & Lisa Russell. (2017) Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability. Journal of Vocational Education & Training 69:4, pages 637-654.
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S. Köpsén & P. Andersson. (2017) Reformation of VET and demands on teachers’ subject knowledge – Swedish vocational teachers’ recurrent participation in a national CPD initiative. Journal of Education and Work 30:1, pages 69-83.
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Jonathan Tummons. (2016) ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education 21:4, pages 346-359.
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Jim Crawley. (2015) Growing connections – the connected professional. Research in Post-Compulsory Education 20:4, pages 476-498.
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Andrew Boocock. (2015) Knaves, knights or networks: which assumption of lecturer and manager motivation should underlie further education policy?. Research in Post-Compulsory Education 20:2, pages 173-192.
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Jonathan Tummons. (2014) Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks. Research in Post-Compulsory Education 19:4, pages 417-432.
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Bill Bailey & Lorna Unwin. (2014) Continuity and Change in English Further Education: A Century of Voluntarism and Permissive Adaptability. British Journal of Educational Studies 62:4, pages 449-464.
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Andrew Boocock. (2014) Increased success rates in an FE college: the product of a rational or a performative college culture?. Journal of Education and Work 27:4, pages 351-371.
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Bronwen Maxwell. (2014) Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education 38:3, pages 377-399.
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Susanne Köpsén. (2014) How vocational teachers describe their vocational teacher identity. Journal of Vocational Education & Training 66:2, pages 194-211.
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Richard Beresford & Nicolette Michels. (2014) Embedding change through the entrepreneurial role of middle managers in the UK further education sector. Research in Post-Compulsory Education 19:2, pages 147-164.
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Jonathan Tummons. (2014) The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector. Research in Post-Compulsory Education 19:1, pages 33-44.
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Kevin Orr. (2013) Cultures, colleges and the development of ideas about teaching in English further education. Research in Post-Compulsory Education 18:4, pages 377-388.
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Ann-Marie Bathmaker & James Avis. (2013) Inbound, outbound or peripheral: the impact of discourses of ‘organisational’ professionalism on becoming a teacher in English further education. Discourse: Studies in the Cultural Politics of Education 34:5, pages 731-748.
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Andrew Boocock. (2013) Further Education performance indicators: a motivational or a performative tool?. Research in Post-Compulsory Education 18:3, pages 309-325.
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Georgina Garbett, Deborah Orrock & Rob Smith. (2013) Culture clash: mentoring student Literacy educators in a marketised and instrumentalist further education policyscape. Research in Post-Compulsory Education 18:3, pages 239-256.
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Matt O’Leary. (2013) Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges. Journal of Further and Higher Education 37:5, pages 694-714.
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Rob Smith & Matt O'Leary. (2013) New Public Management in an age of austerity: knowledge and experience in further education. Journal of Educational Administration and History 45:3, pages 244-266.
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Annemarie O’Dwyer & Anthony Thorpe. (2013) Managers’ understandings of supporting teachers with specific learning disabilities: macro and micro understandings in the English Further Education sector. Cambridge Journal of Education 43:1, pages 89-105.
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Geoffrey Elliott. (2012) Policy, performativity and partnership: an ethical leadership perspective. Research in Post-Compulsory Education 17:4, pages 423-433.
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Matt O'Leary & Rob Smith. (2012) Earthquakes, cancer and cultures of fear: qualifying as a Skills for Life teacher in an uncertain economic climate. Oxford Review of Education 38:4, pages 437-454.
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Andrew Boocock. (2011) Quality self assessment: a process of course team development or contrived collegiality and impression management?. Research in Post-Compulsory Education 16:4, pages 413-433.
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Ron Thompson. (2011) Reclaiming the disengaged? A Bourdieuian analysis of work-based learning for young people in England. Critical Studies in Education 52:1, pages 15-28.
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Ron Thompson. (2010) Teaching on the margins: tutors, discourse and pedagogy in work‐based learning for young people. Journal of Vocational Education & Training 62:2, pages 123-137.
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James Avis. (2009) Further education in England: the new localism, systems theory and governance. Journal of Education Policy 24:5, pages 633-648.
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James Avis. (2009) Further education: policy hysteria, competitiveness and performativity. British Journal of Sociology of Education 30:5, pages 653-662.
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James Avis & Ann‐Marie Bathmaker. (2009) Moving into practice: transitions from further education trainee teacher to lecturer. Research in Post-Compulsory Education 14:2, pages 203-217.
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Martin Jephcote, Jane Salisbury & Gareth Rees. (2008) Being a teacher in further education in changing times. Research in Post-Compulsory Education 13:2, pages 163-172.
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Articles from other publishers (20)
John Welsh. (2020) Subjectivising academics: the ranking apparatus, social transformation, and a 'crisis of subjectivity'. Subjectivity 13:3, pages 153-178.
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Bill Esmond. (2019) Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator. Vocations and Learning 13:2, pages 179-196.
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Andrew Boocock. (2017) Meeting the needs of local communities and businesses: From transactional to eco-leadership in the English further education sector. Educational Management Administration & Leadership 47:3, pages 349-368.
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Damien Page. (2013) Managers coping in further educational colleges. Journal of Management Development 32:7, pages 705-720.
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Lynne Rogers. (2011) Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors. London Review of Education.
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James Avis. (2010) Education, Governance and the ‘New’ Professionalism: Radical Possibilities?. Power and Education 2:2, pages 197-208.
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Jill Jameson. (2010) Trust and Leadership in Post-Compulsory Education: Some Snapshots of Displaced Dissent. Power and Education 2:1, pages 48-62.
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Martin Jephcote & Jane Salisbury. (2009) Further education teachers' accounts of their professional identities. Teaching and Teacher Education 25:7, pages 966-972.
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Carol Azumah Dennis. (1970) Is the Professionalisation of Adult Basic Skills Practice Possible, Desirable or Inevitable?. Literacy and Numeracy Studies 18:2, pages 26-42.
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