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Teacher Educators in Vocational and Further Education

:	Sai Loo
:	Teacher Educators in Vocational and Further Education
:	Springer-Verlag
:	9783030905026
:	1
:	CHF 64.80
:

:	Bildungswesen
:	English

:	151
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.

It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.

Dr Sai Loo is an academic at University College London and an author and editor of research monographs. Before joining UCL, he worked as a Chartered Accountant and taught accounting and finance at higher education institutions on undergraduate, postgraduate and professional programmes and vocational areas in further education. His research area is occupational education from an epistemological approach in work, teaching and learning settings across the pre-university, higher and professional education levels. He has written about further and higher education sectors, professional education, and the digital economy with over 140 publications, conference papers and keynotes including eight research monographs.

	Acknowledgements	7
	Contents	8
	Editor and Contributors	10
	List of Figures	12
	List of Tables	13
	1 Sweetest Taboo? Further Education and Research	14
	Introduction	14
	Further Education	15
	Structure of the Research Monograph	20
	Covid-19	21
	Summary	23
	References	23
	2 VET Teachers and Teacher Trainers in India	25
	Introduction	25
	VET Teachers and Teacher Trainers in the System	26
	Quantitative and Qualitative Problems Concerning VET Teach	28
	The Teachers-Trainers Perspective: Findings from a Small-Scale Study	30
	Conclusion: Future Perspectives/Needs of VET Trainers	35
	References	36
	3 Is It Us or Them? Teacher Education as Act of Resistance to a Neo-liberal Age	40
	Introduction	41
	Background Context	41
	The PGCE Course in Question	43
	Research Design	45
	Thematic Analysis	46
	Theme 1: The Subjected Subject (Socialisation and the Teaching Conditions Within PCE)	46
	Theme 2: Game Play, Mediated Judgments and the Thinking Actor	47
	Theme 3: The PGCE Classroom as a Deliberative Space	49
	The Place of ITE in a Neoliberal Sector	49
	Conclusion	52
	References	53
	4 A Foundation for Practitioner Based Research in TVET: The New Postgraduate Diploma: TVET	55
	Introduction	56
	TVET College Lecturers in South Africa	57
	Why a Post-Professional TVET Educator Qualification?	58
	Envisaged Outcomes of the Postgraduate Diploma TVET	59
	Conceptual Framing of Vocational Teacher Development	60
	A Case Study of the First Pilot Cohort of the PGDIP TVET	62
	Implementation Challenges	63
	Timetabling Difficulties	63
	Stringent Entry Requirements in the Absence of Pipeline Qualifications	64
	Academic Readiness of PG Dip TVET Entrants	64
	Digital Literacy and Access	65
	Vignettes: Participant Experiences	65
	Pamela’s Story	66
	Mohamed’s Story	66
	Glenda’s Story	67
	Soraya’s Story	68
	Sifiso’s Story	68
	Conclusions from the Pilot PGdip TVET Rollout	69
	References	70
	5 Stakeholder Perspectives on Vocational Teacher Education and Teacher Educators Role in Supporting Coherence	72
	Introduction	73
	Review of Literature	74
	Teacher Education and Vocational Teachers	74
	Coherence and Teacher Education	75
	Being a Teacher Educator in Vocational Teacher Training	75
	Research Question	76
	Methods	76
	Findings/Discussion	76
	Coherence in Policy–Framing Teacher Educators’ Space for Action	77
	Coherence at Vocational Schools—Managers and Student Teachers’ Perspectives	78
	Diverse Knowledge from R	78
	80	78
	Summary	81
	References	82
	6 A Teacher Education Framework for Fostering Further Education Teachers’ Culturally Responsive Questioning Strategies	85
	Introduction	86
	Review of Literature	87
	Culturally Responsive Teaching Practice	87
	Questioning Strategies that Support Student Learning	89
	I