Communities of Praxis? Scholarship and Practice Styles of the HE in FE Professional

Autor/inn/en	Gale, K.; Turner, R.; McKenzie, L. M.
Titel	Communities of Praxis? Scholarship and Practice Styles of the HE in FE Professional
Quelle	In: Journal of Vocational Education and Training, 63 (2011) 2, S.159-169 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Foreign Countries; Higher Education; Adult Education; Academic Education; Vocational Education; Partnerships in Education; Academic Rank (Professional); Teaching Conditions; Educational Change; Research; Instruction; Scholarship; Teacher Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Akademische Bildung; Ausbildung; Berufsbildung; Hochschulpartnerschaft; Lehrbedingungen; Unterrichtsbedingungen; Bildungsreform; Forschung; Teaching process; Unterrichtsprozess; Scholarships; Stipendium; Lehrerrolle
Abstract	The Dearing Report advocated that the traditionally separate post-compulsory education sectors of English higher education (HE) and further education (FE) should bring together the academic and vocational in a working partnership. This has led to significant changes in the working practices of colleges, lecturers and support staff. Drawing on the experiences of a sample of HE lecturers in colleges in south west England and a synthesis of relevant literature, this paper begins to examine the practice styles of HE lecturers working in FE institutions and the opportunities they are presented to engage with scholarship. The research acknowledges the issues involved in positioning HE in FE by considering the traditional roles of FE and HE lecturers, the competing demands of HE and FE and the necessary re-conceptualisation of the HE in FE lecturer as a teacher, a researcher and a scholar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10