By Jocelyn Robson
Academics from additional and better schooling are not often thought of jointly. This booklet explores the variations and similarities that exist among those teams. It offers an up to date account of advancements and brings jointly arguments and debates approximately either teams of lecturers to problem a few strongly held ideals. targeting elements of academics' professionalism, Jocelyn Robson considers what 'professionalism' may perhaps suggest and ways that 'professionalism' has been studied. She is going directly to contemplate: expert criteria, education and skills specialist identities and groups possibilities and methods for pro improvement and renewal key debates within the literature and the main major coverage advancements the most demanding situations presently dealing with the instructing career in extra and better schooling.
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Extra resources for Teacher Professionalism in Further and Higher Education
This is unlikely to happen overnight, however, and it will certainly be resisted; during its five years of life, the ILTHE attracted only about 10 per cent of eligible academic staff to membership. Overall, therefore, there is little consistency in the professional regulation of teachers in the post-school phase of education. Expectations and requirements may vary considerably according to institution and employment status. The workforce Most professions have their distinct ‘segments’ or specialised branches of knowledge and practice.
A further anomaly is creeping into the picture, however, with the subsidiary certificates or ‘PGCertificates’ (variously titled as PGCertificates in ‘higher education’, ‘academic practice’ or ‘teaching and learning’, and so on). To the extent that they are usually worth fewer credit points than the conventional Cert Ed or PGCE (described before), represent significantly less study and may not actually involve any assessment of practical teaching per se, their titles are extremely misleading. In higher education, the demand for formal programmes of teacher training has been driven by the health professions.
HEFCE funding has been available for initiatives designed to enhance the quality of teaching and learning in universities, such as the appointment of staff development co-ordinators and the creation of ‘centres’ for teaching and learning. Training programmes for HE are normally required by their own institutions to address the HE Academy ‘standards’ (now undergoing revision), and although these are presently framed simply as broad topic areas rather than specific standards as such, the accreditation does have to be kept up to date.
Teacher Professionalism in Further and Higher Education by Jocelyn Robson