Brown, Charmaine ORCID: https://orcid.org/0000-0002-6471-9706 (2024) Review of further education teachers’ attitudes, intentions and behaviours in response to the ‘Professionalisation Agenda’ UK. In: Review of Further Education teachers’ attitudes, intentions and behaviours in response to the ‘Professionalisation Agenda’ UK. In 5th Global Conference on Education and Research (GLOCER) 2024., 16th -19th December 2024, University of South Florida, Florida, USA. (Unpublished)

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Abstract

The review of Further Education teachers’ attitudes, intentions and behaviours in response to the ‘Professionalisation Agenda’ UK.
The FE ‘Professionalisation Agenda’ is a contentious concept. Putting it simply, it refers to the process of increasing the status, recognition, and qualifications of those who work in a sector or area. For these professionals, ‘Cognitive mastery’ of a subject, demonstrating expertise through occupational behaviours and practices and technical and tacit knowledge following a period of tertiary education and vocational training and experience are essential prerequisites in Further Education (ETF, 2018, 2022).

Since 1993, consecutive governments in England have introduced a range of education reforms referred to as the Professionalisation Agenda, aimed at developing the quality of teaching and training provisions in Further Education (FE). This agenda, while overtly seeking to achieve parity of esteem of FE teachers with schoolteachers has reportedly given more work and diminished autonomy, imposing a contract culture on organisations, a target culture on staff and a wider sense of de-professionalisation and proletarianisation with little consultation with the profession (Sachdeva, 2023; Crawley, 2024).

This study explores the views of a sample of teachers, teacher educators and education managers on the impact of enhanced academic and professional qualifications and professional membership on teachers’ development and practice. The research uses questionnaires and semi-structured interviews to collect data from participants working in both vocational and academic curriculum areas, teaching in FE institutions in England.

The research adopts a pragmatic design (Capps, 2017; Creswell & Creswell, 2018; Cresswell, 2021; Silverman, 2021), which accommodates the features of both positivist and interpretivist paradigms and uses the research questions to structure a practitioner-based study. Policies are constantly evolving and grew in number over the eight years of my study leading to a review and implementation of new standards from 1st September 2024 (DfE, 2021, 2023, 2024; ETF, 2023). Eliciting the views of the FE workforce members on the so-called professionalisation agenda policies yielded perceptive views contributing to an understanding of the narrowing and marketisation of FE.

Item Type:	Conference or Conference Paper (Poster)
Uncontrolled Keywords:	Further Education policy, professionalism, new specifications
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	16 Dec 2024 11:04
URI:	http://gala.gre.ac.uk/id/eprint/48193

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