Teacher Educators in Vocational and Further Education (SpringerBriefs in Education)

"This book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector. It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors."--Publisher Acknowledgements Contents Editor and Contributors List of Figures List of Tables 1 Sweetest Taboo? Further Education and Research Introduction Further Education Structure of the Research Monograph Covid-19 Summary References 2 VET Teachers and Teacher Trainers in India Introduction VET Teachers and Teacher Trainers in the System Quantitative and Qualitative Problems Concerning VET Teach The Teachers-Trainers Perspective: Findings from a Small-Scale Study Conclusion: Future Perspectives/Needs of VET Trainers References 3 Is It Us or Them? Teacher Education as Act of Resistance to a Neo-liberal Age Introduction Background Context The PGCE Course in Question Research Design Thematic Analysis Theme 1: The Subjected Subject (Socialisation and the Teaching Conditions Within PCE) Theme 2: Game Play, Mediated Judgments and the Thinking Actor Theme 3: The PGCE Classroom as a Deliberative Space The Place of ITE in a Neoliberal Sector Conclusion References 4 A Foundation for Practitioner Based Research in TVET: The New Postgraduate Diploma: TVET Introduction TVET College Lecturers in South Africa Why a Post-Professional TVET Educator Qualification? Envisaged Outcomes of the Postgraduate Diploma TVET Conceptual Framing of Vocational Teacher Development A Case Study of the First Pilot Cohort of the PGDIP TVET Implementation Challenges Timetabling Difficulties Stringent Entry Requirements in the Absence of Pipeline Qualifications Academic Readiness of PG Dip TVET Entrants Digital Literacy and Access Vignettes: Participant Experiences Pamela’s Story Mohamed’s Story Glenda’s Story Soraya’s Story Sifiso’s Story Conclusions from the Pilot PGdip TVET Rollout References 5 Stakeholder Perspectives on Vocational Teacher Education and Teacher Educators Role in Supporting Coherence Introduction Review of Literature Teacher Education and Vocational Teachers Coherence and Teacher Education Being a Teacher Educator in Vocational Teacher Training Research Question Methods Findings/Discussion Coherence in Policy–Framing Teacher Educators’ Space for Action Coherence at Vocational Schools—Managers and Student Teachers’ Perspectives Diverse Knowledge from R&D—The Content for Teaching Summary References 6 A Teacher Education Framework for Fostering Further Education Teachers’ Culturally Responsive Questioning Strategies Introduction Review of Literature Culturally Responsive Teaching Practice Questioning Strategies that Support Student Learning Inclusive Use of Questioning Strategies Teachers Awareness of How Questions Are Used Research Method Data Analysis Teacher Profiles Findings Fostering a Trusting Learning Environment Q & A Strategies Embedded in Learner-Centred Activities Discussion A Framework for Fostering Culturally Responsive Questioning Strategies Conclusion References 7 Further Education Teacher Educators’ Initial Disciplines, Journeys and Titles: From Their Perspectives in Higher Education Institutions, Further Education Colleges and Private Providers Introduction Literature Sources Initial Disciplines Pathways of Becoming These Educationists Related Titles Findings and Discussion Initial Disciplines Journeys Titles Conclusion References 8 Reflexivity for Whom? The Ethics of a Craft Identity and the Know-How of Supporting Reflexivity on Teacher Education Programmes Introduction Boundary Crossing and Opportunities for Learning Context: The InFo-TED International Project A Matter of Craft? Ethics, Identity and Practice Reflexivity for Whom? Adopting a Craft Perspective—Two Narrative Case Studies of VET Professional Boundary Crossing Example 1: The ‘zipper Jam’ Example 2: Anxieties and Fears at Boundary-Crossing Example 3: Meaningful Reflexive Practices—Future-Proofing Example 4: Moving on and Working-On Identity Conclusion References 9 Towards a More Radical, Meaningful and Dynamic Teacher Training and Mentoring Scheme for Teachers and Learners of the Future: A Personalised Approach to Pedagogy and Curriculum Design Introduction Initial Teacher Education: Some Modern Complications Underpinning a Progressive Model of Learning Underpinning Theoretical Frameworks A Conceptual Framework of the Occupational Pedagogy of Teachers Description of the Conceptual Framework Methodology Discussion Employers, Employability and Vocational Learning Skills Practice and Theory Conclusion References 10 Future Development of Teacher Educators in the FE Sector: Challenges and Opportunities Reaching the End and Literature Review Re-Cap of the Contributions Themes Arising from This Research Monograph Contributions, Challenges and Opportunities References