Professional Identity Development through Incidental Learning: A theoretical framework for teacher education, based on lived experiences

✍ Scribed by Amanda Turner

• Publisher: Palgrave Macmillan
• Year: 2021
• Tongue: English
• Leaves: 144
• Category: Library

✦ Synopsis

Since the early 1990s there has been a persistent drive towards professionalising the education sector, with a particular focus on those responsible for teaching the post-fourteen age group. This shift towards recognition of the sector in terms of the professionals who teach within it has led to constant, repetitive revision of teaching standards, the regulation and subsequent de-regulation of the teaching qualifications and the introduction of professional bodies. This book aims to explore the way that professional identity develops for trainee teachers, in the FE and Skills sector, with a particular emphasis on the role that incidental learning has in this development. The author argues for a more holistic approach to the development of professionalism through these informal learning experiences, as opposed to a criteria based approach.

✦ Table of Contents

Preface
Contents
List of Figures
List of Tables
Chapter 1: An Historical Account of Teacher Education in the FE and Skills Sector
Chapter Introduction
Background to the Sector
Government Involvement and Policies for Initial Teacher Education (ITE)
Strategies to Increase Excellence in the Sector
The Current Professional Standards
Challenges of Delivering ITE for Universities
Current ITE Models of Delivery
An Alternative ITE Curriculum Model
Conclusion
References
Chapter 2: Developing Professional Identity of Teachers in the FE and Skills Sector
Chapter Introduction
Definitions of Professionalism
Professional Development of Teachers
Dual Professionalism
Theory of Self and Identity Development
Teacher Development and Professional Identity
The Placement Experience, the Mentor and the Impact on Teacher Development
The Impact of the Wider Team
Conclusion
References
Chapter 3: A Theoretical Framework for Incidental Learning
Chapter Introduction
Defining Different Types of Learning
A Definition of Incidental Learning
The Key Factors that Impact on the Way Incidental Learning Is Experienced and Engaged with
Concepts Around Adult Learning
Tacit Knowledge
Transformational Learning
Reflective Practice
A Theoretical Framework for Incidental Learning
Conclusion
References
Chapter 4: Methodological Approach
Introduction and Biographical Context of the Author
The Research Approach
The Argument for a Multiple Case Studies Approach
Quality Measures of the Research
Ethics and the Sample
The Methods Used to Collect Data
Focus Groups
Interviews
Semi-Structured Interviews: The Trainees
The Mentor Interviews
Document Analysis
Data Analysis
Conclusion
References
Chapter 5: Incidental Learning Through Disjuncture
Introduction
Disjuncture Leading to Incidental Learning
Starting Identity and Aspirations
Negative Learner Behaviours
Responsibilities of the Role
The Political Context
Developed Professional Identity
Conclusion
References
Chapter 6: The Role of the Mentor and the Wider Team
Chapter Introduction
Trainee Teacher Expectations Versus the Reality
The Positive Impact of the Mentor
Barriers to a Successful Mentoring Experience
The Community of Practice
The Community of Practice and Disjuncture around Professional Behaviours
Conclusion
References
Chapter 7: Teacher Professional Development Through Incidental Learning
Chapter Introduction
The Professional Standards and Teacher Professional Development
Dual Professionalism
Reflective Practice and Tacit Knowledge Development
A Holistic Approach to Professionalism
So What Next?
Incidental Learning and Covid-19
References
Index