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Last among equals: perceptions and prospects of further education trained PGCE holders in the age of ‘parity’
Research in Post-Compulsory Education Pub Date : 2019-01-02 , DOI: 10.1080/13596748.2019.1584430
M. Best 1 , G. O. Ade-Ojo 1 , C. McKelvey 1
Affiliation  

ABSTRACT This study explores how Further Education (FE) lecturers are perceived in secondary school settings and their professional prospects in the context of the UK parity status Act of 2012. Designed as a mixed method research, it sought the views of FE-trained teachers on their experience of working in secondary schools, the perceptions of recruitment agencies that work directly with FE-trained teachers and of mentors in secondary schools within a case study framework. It found that in spite of the widely acclaimed parity status, the prospects of FE-trained teachers of developing their career via the secondary school route were very limited. It also found that secondary school colleagues have a perception of their FE-trained counterparts as less professional than themselves for some reasons, thus raising a form of intra-professional group conflict. The study recommends policy and curriculum intervention in order for the parity condition to fulfil its full potentials.

中文翻译:

平等中的最后一点:在“同等年龄”时代,接受过继续教育的PGCE持有者的看法和前景

摘要本研究探讨了在2012年英国《同等地位法》的背景下,中学背景如何看待继续教育(FE)讲师及其职业前景。该研究旨在通过混合方法研究,征询接受过FE培训的教师的观点。他们在中学工作的经验,在案例研究框架内对直接与接受过有限教育培训的老师一起工作的招聘机构的看法,以及对中学导师的看法。研究发现,尽管享有广泛的均等地位,但接受过FE教育的教师通过中学途径发展职业的前景非常有限。研究还发现,由于某些原因,中学同事对接受过FE培训的同伴的专业性认识不及自己。从而引发了一种职业内部群体冲突。该研究建议采取政策和课程干预措施,以使均等条件充分发挥其潜力。
更新日期:2019-01-02
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