The Impact of Lecturers' Initial Teacher Training on Continuing Professional Development Needs for Teaching and Learning in Post-Compulsory Education

Autor/in	Husband, Gary
Titel	The Impact of Lecturers' Initial Teacher Training on Continuing Professional Development Needs for Teaching and Learning in Post-Compulsory Education
Quelle	In: Research in Post-Compulsory Education, 20 (2015) 2, S.227-244 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2015.1030262
Schlagwörter	Foreign Countries; Teacher Education; Postsecondary Education; Professional Continuing Education; Teacher Competencies; College Faculty; Teacher Characteristics; Teacher Background; Teacher Qualifications; Career Development; Semi Structured Interviews; Standards; Delivery Systems; Technology Uses in Education; Blended Learning; Communities of Practice; Educational Environment; Mentors; Coding; Thematic Approach; Faculty Development; Teaching Skills; United Kingdom; United Kingdom (Scotland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrkunst; Fakultät; Lehrqualifikation; Berufsentwicklung; Standard; Auslieferung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Codierung; Programmierung; Themenzentrierter Unterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Großbritannien
Abstract	This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this paper explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, 18 lecturers from different colleges (one large multi-campus college in Scotland and another in Wales) provided narrative accounts about their professional background, training and qualifications prior to initial lecturer training and their route into teaching in further education. Respondents then engaged in semi-structured interviews about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. Recommendations are made to colleges to increase the practical and vocational focus and content of teacher training for lecturers whilst acknowledging the importance of allowing novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01