Skills for Life
Insights from the new ‘professionals’
Bibliographic Data
| ID | 10106259 |
|---|---|
| Authors | Sundeep Dhillon (0000-0003-1590-614X, University of Wolverhampton), Raquel Hamilton‐Victor (University of Wolverhampton), Diane Jeens (University of Wolverhampton), Sarah Merrick (University of Wolverhampton), June O’Brien (University of Wolverhampton), Nikki Siddons (University of Wolverhampton), Rob Smith (0000-0003-4939-535X, University of Wolverhampton, corresponding author), Bridgette Wilkins (University of Wolverhampton) |
| Year | 2011 |
| Volume | 43 |
| Issue | 1 |
| Pages | 61-83 |
| Publication date | 2011-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Administration & History (JOURNAL) |
| Journal identifiers | ISSN: 0022-0620 • E-ISSN: 1478-7431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00220620.2010.532866 |
| OpenAlex | W1982466080 |
| Language | EN |
| Citations received | 2 |
This article originates in a networking project that facilitated the coming together of a group of Skills for Life (SfL) teachers from different Further Education (FE) contexts across the West Midlands region of England. The original impetus was to explore and develop a model of Continuing Professional Development (CPD) that was shaped by the needs of SfL teachers. The project created a forum in which the participants were empowered to share their experiences outside their college settings. Through this discursive process a textured picture emerged of similar experiences and common concerns. The congruence of these experiences suggested that, in certain respects, there was a degree of commonality across the various FE institutions the participants were working in, at least in the way that SfL provision was taking place. Furthermore, the data yielded specific insights into the meaning of professionalism for SfL practitioners. Foremost amongst these findings was the sense that the participants felt marginalised and perceived their professional identity as situated on the bottom rung in a hierarchy of subject specialisms. Another important outcome that related to CPD was that through participation in the network project, these teachers reported feeling that despite the managerialised nature of their workplaces, their agency was re‐energised and their sense of themselves as teachers affirmed
Agency (philosophy · Feeling · Hierarchy · Identity (music · Meaning (existential · Medical education · Pedagogy · Political science · Professional development · Public relations · Situated · Social science · Sociology · Education Systems and Policy · Innovative Education and Learning Practices · Medicine · Psychology · Reflective Practices in Education · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2013 - 2015 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |