Improving workplace learning of lifelong learning sector trainee teachers in the UK

Abstract

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, literature indicates that LLS workplace conditions often inhibit teacher learning. This article reviews the research base on LLS trainees’ workplace learning. Billett’s (2008) concept of relational interdependence, between the affordances (activities and interactions) that workplaces offer for learning and the ways in which individuals perceive and engage with these, is used as a framework to synthesise research evidence. Support and experience of teaching were found to be crucial affordances for trainees’ learning. The nature and availability of these affordances were shaped by workplace culture, organisational strategy, process and structures and the allocation and structuring of work. The ways in which trainees perceived and interacted with workplace affordances for learning were influenced by their prior experiences, confidence and self-esteem, career intentions, workplace position and status and orientation toward theoretical tools. The key properties of support and teaching experience and the workplace conditions needed to promote trainees’ learning are proposed. These provide a starting point for employers, mentors, teacher educators, policy makers and trainees to improve workplace learning. The findings and proposals are also relevant to HE and school initial teacher education. Proposals are made for addressing the gaps in the scale and scope of research into LLS trainees’ workplace learning.

Keywords:

• workplace learning
• initial teacher education
• lifelong learning
• FE
• professional development
• teacher training
• post-compulsory education
• trainee teachers
• mentoring

Notes

1. The statutory requirements for initial teacher education qualifications are:

• Wales: Further Education Teachers’ Qualification (Wales) Regulations 2002 (SI 2002/1663)

• Northern Ireland: Circular FE 1/12 (DENLI 2012)

• England: the highly specified Further Education Teachers’ Qualifications (England); Regulations 2007 (SI 2207/2264) are being replaced by employers deciding on appropriate qualifications (Further Education Teachers’ Qualification (England) (Amendment) Regulations 2012 (SI 2012/2166))

• Scotland: employers decide on appropriate qualifications and there are no compulsory qualifications; however, there are statutory powers in the (Teachers (Education, Training and Recommendation for Registration) (Scotland) Regulations 1993 to approve the Teaching Qualification TQ(FE) award delivered by universities

2. LLS ITE policy in all the home nations is underpinned by professional standards (LLUK 2007a, 2007b, 2009; Scottish Executive 2006). These documents include summaries of each country’s policy. For further information on English policy, see Lucas and Nasta (2010), Lingfield (2012) and LSIS (2013). For current Scottish policy, see http://www.scotland.gov.uk/Topics/Education/UniversitiesColleges/17135/9004.