The Education of Part-Time Teachers in Further and Adult Education. A Retrospective Study. Leeds Studies in Continuing Education.

Autor/in	Foden, Frank
Institution	Leeds Univ. (England). School of Education
Titel	The Education of Part-Time Teachers in Further and Adult Education. A Retrospective Study. Leeds Studies in Continuing Education.
Quelle	(1992), (274 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0965-0342
ISBN	0-900960-52-3
Schlagwörter	Adult Education; Adult Educators; Educational Change; Educational History; Educational Practices; Educational Trends; Foreign Countries; Part Time Faculty; Postsecondary Education; Program Development; Teacher Certification; Teacher Education; Trend Analysis; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsreform; History of education; Bildungsgeschichte; Bildungspraxis; Bildungsentwicklung; Ausland; Post-secondary education; Tertiäre Bildung; Programmplanung; Lehrerausbildung; Lehrerbildung; Trendanalyse; Ausbilder
Abstract	The development of training and certification of part-time adult and further education (FE) teachers in England was traced from the middle of the 19th century to the present through a retrospective study that focused primarily on the evolution of the City and Guilds of London Institute's (CGLI) part-time teacher training program that was initiated in 1954-55 and awarded nearly 8,000 part-time teacher certificates in 1990. The study, which was based on information gathered from an extensive set of books, periodical articles, official government reports, institutional documents, and theses and dissertations, focused primarily on the CGLI's transformation from its establishment to the present. Special attention was paid to the following topics: the ad hoc and "voluntary" nature of the various training programs for part-time teachers; the gradually increasing involvement of examining bodies in the development of part-time teachers; attempts to impose coherence on the disparate arrangements for training part-time adult and technical teachers; and recent trends, including market-oriented reorganization, closer integration of FE with other levels of education, and the National Vocational Qualifications initiative. (The bibliography lists 97 references. Appended are five tables of data from various CGLI annual reports.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC