LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Publisher: Taylor & Francis
Languages: English
Types: Article
Subjects:
Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi-dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners’ needs. Next, greater emphasis is placed on learner autonomy and catering for individuals’ needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing\ud for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Avis, J., and A-M Bathmaker. 2004. Critical pedagogy, performativity and a politics of hope: Trainee further education lecturer practice. Research in Post-Compulsory Education 9, (2): 301-13.
    • Avis, J., A-M Bathmaker, and J. Parsons. 2002. Communities of practice and the construction of learners in post-compulsory education and training. Journal of Vocational Education & Training 54, (1): 27-50.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article