Sustainable models of teacher learning in FE

Duckworth, Vicky and Noble, James (2016) Sustainable models of teacher learning in FE. Reimagining Further Education Conference, 29 June 2016, 9:00-16:30, Birmingham City University, Curzon Building, B4 7BD.

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Abstract

Reimagining teacher learning that empowers and is empowering Teacher learning in FE is often based on a reductive and deficit model whereby the programme mandated is hierarchic, generic and requires compulsory attendance. Practitioner research capacity building offers a very different approach for teacher learning; it has the potential to shift teachers from passive receivers of knowledge to the generators of knowledge. Another key theme for teacher learning in FE includes creating 'real' and 'virtual' critical dialogic spaces both within and out of teaching institutions for sharing and generating meaningful knowledge.

Item Type: Conference or Workshop Item (Other)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Education
Date Deposited: 16 Aug 2016 15:17
URI: http://repository.edgehill.ac.uk/id/eprint/7907

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