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dc.contributor.authorHutchinson, Jo
dc.contributor.authorNeary, Siobhan
dc.contributor.authorMarriott, John
dc.contributor.authorJackson, Heather
dc.date.accessioned2014-08-01T10:23:36Zen
dc.date.available2014-08-01T10:23:36Zen
dc.date.issued2014en
dc.identifier.citationHutchinson, J. et al (2014) 'Strategic consultation on the FE workforce and Initial Teacher Education workforce for the Education & Training Foundation', Derby: University of Derbyen
dc.identifier.urihttp://hdl.handle.net/10545/324064en
dc.description.abstractA research project undertaken on behalf of the Education and Training Foundation exploring barriers to attracting candidates with higher qualifications and skills to the FE sector and to explores if ITE predominantly attracts people from a humanities background. The report suggests that people move into FE teaching through opportunity. The issue if dual professionalism is an important element of identity. Those becoming teacher educators tend to drift into the role. Discussions were focused less on the background of people but on the space they have to deliver a curriculum which includes pedagogy theory and the extent to which ITE need to have subject specialisms to prepare teachers for effective classroom practice.
dc.description.sponsorshipEducation and Training Foundationen
dc.language.isoenen
dc.subjectFurther educationen
dc.subjectInitial teacher educationen
dc.titleStrategic consultation on the FE workforce and Initial Teacher Education workforce for the Education & Training Foundationen
dc.typeResearch Reporten
dc.contributor.departmentUniversity of Derby, iCeGSen
refterms.dateFOA2019-02-28T13:29:52Z
html.description.abstractA research project undertaken on behalf of the Education and Training Foundation exploring barriers to attracting candidates with higher qualifications and skills to the FE sector and to explores if ITE predominantly attracts people from a humanities background. The report suggests that people move into FE teaching through opportunity. The issue if dual professionalism is an important element of identity. Those becoming teacher educators tend to drift into the role. Discussions were focused less on the background of people but on the space they have to deliver a curriculum which includes pedagogy theory and the extent to which ITE need to have subject specialisms to prepare teachers for effective classroom practice.


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