Raising the Quality of Vocational Teachers: Continuing Professional Development in England, Wales and Norway

Autor/inn/en	Lloyd, Caroline; Payne, Jonathan
Titel	Raising the Quality of Vocational Teachers: Continuing Professional Development in England, Wales and Norway
Quelle	In: Research Papers in Education, 27 (2012) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2010.483524
Schlagwörter	Foreign Countries; Institutional Environment; Professional Development; Vocational Education; Teaching Methods; Well Being; Teacher Effectiveness; Comparative Analysis; Reflective Teaching; Interviews; Teacher Attitudes; Secondary School Teachers; Professional Continuing Education; Norway; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Norwegen
Abstract	The view that vocational education and training is central to economic prosperity and social well-being is one that is widely held by policy-makers in many countries. Delivering this agenda requires skilled and professional teachers. Ensuring that vocational teachers are able to maintain and develop both their "craft" skills and pedagogy, through continuing professional development (CPD), is, therefore, a growing area of policy concern. While research has revealed that models for the regulation and organisation of CPD for vocational teachers vary across countries, their relative effectiveness has rarely been considered. This paper seeks to address this gap by comparing the approaches currently being adopted in three countries--England, Wales and Norway. Focusing specifically on teachers of hairdressing, it explores the opportunities for CPD and considers the constraints on teachers' ability to reflect and improve on their practice. The research draws mainly on interviews with teachers of hairdressing in two English and two Welsh further education colleges and three Norwegian upper-secondary schools. The findings suggest that while hairdressing lecturers in England and Wales have more opportunities to keep up to date with their "craft", those in Norway find it easier to access pedagogic education and inhabit an institutional environment that affords more time and space to share ideas and collectively improve their practice. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10