One step forward, two steps back? The professionalisation of further education teachers in England

References

• Bailey, B., and J. Robson. 2002. “Changing Teachers: A Critical Review of Recent Policies Affecting the Professional Training and Qualifications of Teachers in Schools, Colleges and Universities in England.” Journal of Vocational Education and Training 54 (3): 325–342.
   Google Scholar
• BIS. 2011. New Challenges, New Chances. Further Education and Skills System Reform Plan; Building a World Class Skills System. London: Department for Business, Innovation and Skills.
   Google Scholar
• BIS. 2012a. Evaluation of FE Teachers’ Qualifications (England) Regulations 2007. BIS Research Paper 66. London: Department for Business, Innovation and Skills.
   Google Scholar
• BIS. 2012b. Professionalism in Further Education. Interim Report of the Independent Review Panel. London: Department for Business, Innovation and Skills.
   Google Scholar
• Broad, J. 2010. “Organisational Approaches to the ‘Professionalisation’ Agenda: Planning the Provision of the New ITE Qualifications for the FE Sector.” http://eprints.hud.ac.uk/11095
   Google Scholar
• DfES (Department for Education and Skills). 2001. The Post-16 Education and Training Inspection Regulations. Statutory Instrument 2001 No. 799. London: Department of Education and Skills.
   Google Scholar
• DfES (Department for Education and Skills). 2002. Subject Specifications for Teachers of Adult Literacy and Numeracy. London: DfES and FENTO.
   Google Scholar
• DfES (Department for Education and Skills). 2004. Equipping Our Teachers for the Future: Reforming Initial Teacher Training for the Learning and Skills Sector. London: Department for Education and Skills, Standards Unit.
   Google Scholar
• Exley, S. 2012. “New Bursaries Won’t Sweeten the Pill of Tuition Fees.” FE news. Times Education Supplement,March 2. http://www.tes.co.uk/article.aspx?storycode=6187376
   Google Scholar
• FENTO (Further Education National Training Organisation). 1999. National Standards for Teaching and Supporting Learning in Further Education in England and Wales. London: FENTO.
   Google Scholar
• Fuller, A., and L. Unwin. 2004a. “Expansive Learning Environments: Integrating Organisational and Personal Development.” In Workplace Learning in Context, edited by L. Rainbird, A. Fuller, and A. Munro, 126–144. London: Routledge.
   Google Scholar
• Fuller, A., and L. Unwin. 2004b. “Young People as Teachers and Learners in the Workplace: Challenging the Novice-Expert Dichotomy.” International Journal of Training and Development 8 (1): 31–41.
   Google Scholar
• LLUK (Lifelong Learning UK). 2007. Developing Qualifications for Teachers, Tutors and Trainers in the Lifelong Learning Sector in England: Interim Information for Awarding Institutions. London: Lifelong Learning UK.
   Google Scholar
• LLUK (Lifelong Learning UK). 2010. Recent Trend in the Initial Training of Teachers of Literacy Numeracy and ESOL for the Further Education Sector in England. London: Lifelong Learning UK.
   Google Scholar
• Lucas, N. 2004. Teaching in Further Education: New Perspectives for a Changing Context. Bedford Way Paper. London: Institute of Education, University of London.
   Google Scholar
• Lucas, N., and T. Nasta. 2009. “How Standards Travel and Change between Contexts. National Standards for TVET Teacher Education in the UK. A Cautionary Tale.” In Standardisation in TVET Teacher Education, edited by J. Diterich, J. Yunos, G. Spottl, and M. Bukit, 61–81. Frankfurt: Peter Lang.
   Google Scholar
• Lucas, N., and T. Nasta. 2010. “State Regulation and the Professionalisation of Further Education Teachers: A Comparison with Schools and HE.” Journal of Vocational Education and Training 62 (4): 441–454.
   Google Scholar
• Lucas, N., T. Nasta,and L. Rogers.2012. “From Fragmentation to Chaos? The Regulation of Initial Teacher Training in Further Education.” British Education Research Journal 38 (4): 677–695.
   Google Scholar
• Lucas, N., and L. 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): 423–433.
   Google Scholar
• Noble-Rogers, J. 2012. Speech given at ATL conference FE zone, Manchester, April 13.
   Google Scholar
• OFSTED (Office for Standards in Education). 2003. The Initial Training of Further Education Teachers: A Survey. HMI 1762. London: OFSTED.
   Google Scholar
• OFSTED (Office for Standards in Education). 2010. Progress in Implementing Reforms in the Accreditation and Continuing Professional Development of Teachers in Further Education. London: OFSTED.
   Google Scholar
• OFSTED (Office for Standards in Education). 2011. The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2010/11. London: OFSTED.
   Google Scholar
• Orr, K. 2009. “Performativity and Professional Development: The Gap between Policy and Practice in the English Further Education Sector.” Research in Post-Compulsory Education 14 (4): 478–489.
   Google Scholar
• Plowright, D., and G. Barr. 2012. “An Integrated Professionalism in Further Education: A Time for Phronesis?” Journal of Further and Higher Education 36 (1): 1–16.
   Google Scholar
• Raffe, D., K. Spours, M. Young, and C. Howieson. 1997. The Unification of Post-Compulsory Education: Towards a Conceptual Framework. London: Economic and Social Research Council.
   Google Scholar
• Robson, J. 1998. “A Profession in Crisis: Status, Culture and Identity in the Further Education College.” Journal of Vocational Education and Training 50 (4): 585–607.
   Google Scholar
• Skills Commission. 2009. “Teacher Training in Vocational Education.” Accessed October 29, 2010. www.policyconnect.org.uk
   Google Scholar
• Thompson, R., and D. 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): 161–173.
   Google Scholar
• UCET (Universities’ Council for the Education of Teachers). 2011. “Consultation Response to DfE Consultation. ‘Proposed Changes to Allow Qualified Teachers from Further Education and from the United States, Canada, Australia and New Zealand to Become Permanent Teachers in English Schools’.” http://www.ucet.ac.uk/
   Google Scholar
• Wolf Report. 2011. Review of Vocational Education. London: DfE.
   Google Scholar