Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 268-289 |
| Number of pages | 22 |
| Journal | Research in Post-Compulsory Education |
| Volume | 24 |
| Issue number | 2-3 |
| Early online date | 6 Aug 2019 |
| DOIs | |
| 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 http://arpce.org.uk/events/ |
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Capturing learning : Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education. / Terry, Rachel.
In: Research in Post-Compulsory Education, Vol. 24, No. 2-3, 01.10.2019, p. 268-289.Research output: Contribution to journal › Conference article
TY - JOUR
T1 - Capturing learning
T2 - Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education
AU - Terry, Rachel
N1 - Rachel Terry is a Senior Lecturer in the School of Education and Professional Development at the University of Huddersfield. She worked for 15 years in further education, first as an ESOL teacher then as teacher educator. Her research explores the workplace learning of recently qualified in-service teachers in FE.
PY - 2019/10/1
Y1 - 2019/10/1
N2 - 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.
AB - 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.
KW - Pictor technique
KW - visual elicitation
KW - further education
KW - teacher education
KW - former trainee teachers
UR - http://www.scopus.com/inward/record.url?scp=85071086019&partnerID=8YFLogxK
U2 - 10.1080/13596748.2019.1596430
DO - 10.1080/13596748.2019.1596430
M3 - Conference article
VL - 24
SP - 268
EP - 289
JO - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
SN - 1359-6748
IS - 2-3
ER -