Unlike their counterparts on school-based Initial Teacher Education programmes, ‘newly qualified’ teachers in further education in England do not have the entitlement to support conferred by Newly Qualified Teacher (NQT) status. Yet there is an expectation that ITE providers support former trainees’ progress in employment, with little recognition of the complexity of the sector or the influence of the workplace on their professional development. This article reports on a study investigating what former in-service trainees learn in the workplace in their first year after qualifying, with a view to better supporting this process. Learning is theorised as ‘participation’ in a socio-cultural practice, using a framework developed from Lave and Wenger. But the tacit, informal nature of much workplace learning makes it inherently difficult to operationalise, often going unrecognised by participants. The focus of this article is methodological, considering one strategy for addressing this issue, specifically the use of the Pictor technique (King et al. 2013). The contribution and limitations of this Visual Elicitation Method are evaluated using a small amount of interview data. The article concludes that this method has a valuable role to play in ‘capturing’ the learning of former trainees and in the study of workplace practices more broadly.
|Number of pages||22|
|Journal||Research in Post-Compulsory Education|
|Early online date||6 Aug 2019|
|Publication status||Published - 1 Oct 2019|
|Event||3rd International Conference of the Association for Research in Post Compulsory Education - Oxford University, Oxford, United Kingdom|
Duration: 13 Jul 2018 → 15 Jul 2018
Conference number: 3
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- Department of Education and Community Studies - Senior Lecturer in TESOL
- Huddersfield Centre for Research in Education and Society (HudCRES) - Member
- School of Education and Professional Development