Article 2014

Placing ‘Knowledge’ in Teacher Education in the English Further Education Sector: An Alternative Approach Based on Collaboration and Evidence-Based Research

LS
Loo, Sai Y.
British Journal of Educational Studies
Journal · Vol. 62 · Issue 3 · pp. 337-354
Abstract

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government. © 2014, © 2014 Society for Educational Studies.

Keywords

Author Keywords

Teacher Education Collaboration informed research teaching knowledge

Index Keywords

Author Affiliations
UCL Institute of Education, London, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Knowledge Curriculum and Qualifications for South African Further Education, (2006)
2 Structuring of Pedagogic Discourse Class Codes and Control, (1990)
3 Pedagogy Symbolic Control and Identity Theory Research Critique, (1996)
4 Research and the Teaching Profession Building the Capacity for A Self Improving Education System, (2014)
5 Clandinin, D. J., Personal Practical Knowledge: A Study of Teacher's Classroom Images, Curriculum Inquiry, 15, 4, pp. 361-385, (1985)
6 Higher Education Digest, (1998)
7 Beyond Bulimic Learning Improving Teaching in Further Education, (2014)
8 Richard Review of Apprenticeships, (2012)
9 Professionalism in Further Education Final Report of the Independent Review Panel, (2012)
10 Further Education Workforce Strategy the Governments Strategy to Support Workforce Excellence in Further Education Colleges and Training Providers, (2014)
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