| Description |
1 online resource (350 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgements; List of figures; List of contributors; Foreword; Introduction and overview; 1. What sort of professionalism?; Overview; What sort of professionalism?; Introduction; Globalisation and professional attributes; The information explosion; The uncertain future; The changing nature of knowledge; Multiculturalism and diversity; Reframing professionalism; The spectrum of professional maturity -- the nature and nurture of professionalism; Conclusions; 2. Trading places: On becoming an FE professional; Overview |
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BackgroundIntroduction; On becoming; Democratic professionalism; 3. Professional bodies and continuing professional development: A case study; Introduction; Context; Professional histories and trajectories -- lawyers and FE teachers; Forms of CPD; Models: inputs and outputs; Monitoring and licensure; Changing environments; Analysis; The role of professional bodies; Communication; Engagement; Considering purposes, priorities and scope; Setting standards; Determining strategy; Defining and defending the space; Providing infrastructure |
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Protecting autonomy, the ethos of independence and self-directionPromoting professionalism; Redefining professionalism; Conclusion; Notes; 4. Interpreting professional learning: The trouble with CPD; Introduction: A professional view of professional learning; Context; The trouble with CPD; The opportunities of Professional Formation; The how and why of Professional Formation; Final thoughts; 5. Evaluating the impact of professional learning; Introduction; Achieving impact; Professional learning; Professional development; Evaluating impact; Evidencing impact |
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Establishing baseline and impact narrative and evidenceUnderstanding evidence sources and asserted or substantiated evidence; Conclusion; 6. Leading and learning in challenging circumstances; Introduction; Personal learning as a leader; Unblocking learning; Learning organisation; Developing organisational capability; Challenges with this approach; Final thoughts; What new insights have we generated? What light does this shed on the learning organisation, its limitations and prospects for the future?; 7. Professional learning and vocational pedagogy; Introduction; Background |
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Purpose and outcomesApproaches to professional and vocational learning; Relevance; Reflective practice; Dialogue and the use of powerful questioning; Communities of practice; Assessment for learning; Summary; 8. Maintaining the challenge and the learning; Introduction; Personalised and collective learning; Leadership and responsible, earned autonomy; Resourcing CPD; Organisational contributions; Individuals' contributions; The role of the professional body; Measures of impact and success; Learning cultures and expansive learning environments; The final thought; Glossary; Bibliography; Index |
| Summary |
Teachers and trainers are dual-professionals - they are required to have up-to-date industry skills and also skills in teaching and learning. The issue of professional identity, and the promotion of maintaining and building pedagogic expertise in relation to their vocational work, is therefore an extremely important one. This book argues that quality teaching and learning is very much dependent upon teachers and trainers undergoing continuing professional development (CPD), engaging actively in professional learning activities, generating professional learning communities and building their |
| Bibliography |
Includes bibliographical references (pages 147-158) and index |
| Notes |
Print version record |
| Subject |
Professional education.
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Continuing education.
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Education, Continuing
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continuing education.
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Continuing education
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Professional education
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| Form |
Electronic book
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| ISBN |
9781135125240 |
|
1135125244 |
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