Abstract
This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.
Keywords
Teacher educators, Professional learning, Post-compulsory education, Professional pathways, Further education, Teacher education
Document Type
Thesis
Publication Date
2018
DOI
10.24382/533
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Webster, S. (2018) Professional Pathways for Teacher Educators in Further Education practice: a framework to support professional learning.. Thesis. University of Plymouth. Available at: https://doi.org/10.24382/533
