Developing Leading-Edge Staff in Vocational Education and Training. The Agency Reports.

Autor/inn/en	Brookes, Dave; Hughes, Maria
Institution	Learning and Skills Development Agency, London (England).
Titel	Developing Leading-Edge Staff in Vocational Education and Training. The Agency Reports.
Quelle	(2001), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-660-X
Schlagwörter	Adult Programs; College Faculty; Delivery Systems; Educational Needs; Educational Opportunities; Educational Practices; Educational Trends; Enrollment Influences; Faculty Development; Financial Support; Foreign Countries; Independent Study; Inservice Teacher Education; National Surveys; Needs Assessment; Organizational Development; Postsecondary Education; Professional Continuing Education; Professional Development; Professional Training; Staff Development; Tables (Data); Teacher Attitudes; Teacher Improvement; Teacher Surveys; Trend Analysis; Vocational Education; Vocational Education Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Auslieferung; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Bildungspraxis; Bildungsentwicklung; Finanzielle Förderung; Ausland; Selbststudium; Lehrerfortbildung; Bedarfsermittlung; Organisationsentwicklung; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Berufliche Fachbildung; Berufliche Fortbildung; Personnel development; Personalentwicklung; Tabelle; Lehrerverhalten; Trendanalyse; Ausbildung; Berufsbildung; Ausbilder; Großbritannien
Abstract	The professional development strategies and activities of vocational education and training staff at further education (FE) colleges in the United Kingdom were examined through a mail survey completed by 891 staff members at 108 colleges throughout the United Kingdom (representing 24% of the FE sector). Most respondents (92%) stated that their college had a policy of supporting staff to update their skills and subject expertise, although some staff commented on the lack of a strategic view. For most respondents, the pressing issue was effective implementation of those policies. Staff generally agreed that support from their college was the most important factor in their continuing professional development (CPD). Most respondents (87%) considered their experience in industry relevant to their current teaching role. Nearly all respondents (97%) kept up-to-date through reading, and 75% kept up to date through personal research. Only 27% of respondents used work placements or secondments to the workplace for CPD. Respondents from different subject areas preferred different forms and frequencies of updating. Much of respondents' updating was done outside regular work hours. Bursary schemes that reward teachers financially for work placements appeared to motivate teachers to use holiday periods for updating. (MN)
Anmerkungen	Learning and Skills Development Agency, 3 Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom. Tel: 020 7962 1066; Fax: 020 7840 5401; Web site: http://www.LSagency.org.uk. For full text: http://www.lsagency.org.uk/pubs/dbaseout/download.asp?code=R 1067/06/01/8000.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC