|Investigating knowledge in the workplace learning of teacher education in the post-compulsory sector|
|Tuesday, 29 January 2008|
The DfES (2004) document, Equipping our Teachers for the Future, recommended teacher-training reforms for implementation by September 2007, which included a qualified teacher learning and skills award (QTLS). Following on from that, the ‘New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector' were introduced in 2006 (Lifelong Learning UK 2006). The government's emphasis on teaching standards is an appropriate starting point for this research investigating teacher knowledge in the post-compulsory education sector. This form of professional education is very much part of the workplace learning arena that has become increasingly important (Evans and Rainbird 2002).
The approach taken by this project is to investigate the types of knowledge associated with teacher education. The methodologies consist of questionnaire and one-to-one interviews - on two groups of teachers, either newly qualified or nearing completion. The outcomes include a sociological model to discuss teacher knowledge in the context of professional teacher development in the post-compulsory sector in England, sharing of project findings with teacher education community, and publication of the research findings with a view to adding new knowledge to this under-researched but imperative topic.