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Teaching Education Volume 18, 2007 - Issue 2
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Original Articles

Rethinking Initial Teacher Education for Further Education Teachers: From a standards‐led to a knowledge‐based approach

Norman Lucas Institute of Education, University of London, UKCorrespondence[email protected]
Pages 93-106 | Published online: 04 May 2007

Citations (31)

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Read on this site (15)

Andrew Noyes, Diane Dalby & Yvonna Lavis. (2022) Mathematics in England’s further education colleges: who is teaching what, and why it matters. Journal of Further and Higher Education 46:10, pages 1347-1361.
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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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Rønnaug H. Lyckander. (2021) Exploring vocational teacher preparation in Norway: a study of dimensions and differences in vocational teacher learning. Journal of Vocational Education & Training 0:0, pages 1-23.
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Andrew J. Hobson & Bronwen Maxwell. (2020) Mentoring substructures and superstructures: an extension and reconceptualisation of the architecture for teacher mentoring. Journal of Education for Teaching 46:2, pages 184-206.
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Ewan Ingleby & Jonathan Tummons. (2017) Imitation is not always flattery! The consequences of academy schools in England for further education policy. Research in Post-Compulsory Education 22:2, pages 237-251.
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Karl Aubrey & Les Bell. (2017) Teacher education in further education 2000–2010: Subversion, avoidance and compliance. Journal of Further and Higher Education 41:2, pages 99-111.
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Ewan Ingleby & Caroline Gibby. (2016) Law and ethics: problematising the role of the foundation degree and paralegal education in English post-compulsory education. Research in Post-Compulsory Education 21:1-2, pages 151-162.
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Susan Wallace. (2014) When you’re smiling: exploring how teachers motivate and engage learners in the further education sector. Journal of Further and Higher Education 38:3, pages 346-360.
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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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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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Norman Lucas, Tony Nasta & Lynne Rogers. (2012) From fragmentation to chaos? The regulation of initial teacher training in further education. British Educational Research Journal 38:4, pages 677-695.
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Bronwen Maxwell. (2010) Teacher knowledge and initial teacher education in the English learning and skills sector. Teaching Education 21:4, pages 335-348.
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Norman Lucas & Lorna Unwin. (2009) Developing teacher expertise at work: in‐service trainee teachers in colleges of further education in England. Journal of Further and Higher Education 33:4, pages 423-433.
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Ron Thompson, Linda Hallwood, Christine Clements & Helen Rivron. (2009) Personal development planning in initial teacher training: a case study from post‐compulsory education. Research in Post-Compulsory Education 14:3, pages 269-285.
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Ron Thompson & Denise Robinson. (2008) Changing step or marking time? Teacher education reforms for the learning and skills sector in England. Journal of Further and Higher Education 32:2, pages 161-173.
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Articles from other publishers (16)

Laura Schmidt, Desiderio J. García-Almeida & Celine Chang. (2022) Career Change of Young Talent and the Influence of Knowledge Transfer on Vocational Commitment: a Study of Hospitality Apprentices in Bavaria (Germany). Vocations and Learning 15:2, pages 261-283.
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Pam Hanley & Ron Thompson. (2021) ‘Generic pedagogy is not enough’: Teacher educators and subject-specialist pedagogy in the Further Education and Skills sector in England. Teaching and Teacher Education 98, pages 103233.
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Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education 73 90 .
Ewan InglebyEwan Ingleby. 2021. Neoliberalism Across Education. Neoliberalism Across Education 53 71 .
Craig Tucker, Sarah Pedder & Gemma Martin. 2020. College Based Higher Education and its Identities. College Based Higher Education and its Identities 89 101 .
Anna Wallin, Petri Nokelainen & Susanna Mikkonen. (2018) How experienced professionals develop their expertise in work-based higher education: a literature review. Higher Education 77:2, pages 359-378.
Crossref
Oleg Popov. 2019. Pre-Service and In-Service Teacher Education. Pre-Service and In-Service Teacher Education 584 598 .
Natasha Kersh & Nathalie Huegler. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training 1071 1087 .
Natasha Kersh & Nathalie Huegler. 2019. Handbook of Vocational Education and Training. Handbook of Vocational Education and Training 1 17 .
Vicky Duckworth & Bronwen Maxwell. (2015) Extending the mentor role in initial teacher education: embracing social justice. International Journal of Mentoring and Coaching in Education 4:1, pages 4-20.
Crossref
Oleg Popov. 2015. Contemporary Approaches to Activity Theory. Contemporary Approaches to Activity Theory 128 142 .
Jonathan Tummons. 2013. Social and Professional Applications of Actor-Network Theory for Technology Development. Social and Professional Applications of Actor-Network Theory for Technology Development 78 87 .
Jonathan Tummons. (2011) Deconstructing Professionalism. International Journal of Actor-Network Theory and Technological Innovation 3:4, pages 22-31.
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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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Bronwen Maxwell. (2010) In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning. Vocations and Learning 3:3, pages 185-202.
Crossref
Martin Jephcote & Jane Salisbury. (2009) Further education teachers' accounts of their professional identities. Teaching and Teacher Education 25:7, pages 966-972.
Crossref

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