Capturing learning

Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education

Research output: Contribution to journalConference article

Abstract

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.
Original languageEnglish
Pages (from-to)268-289
Number of pages22
JournalResearch in Post-Compulsory Education
Volume24
Issue number2-3
Early online date6 Aug 2019
DOIs
Publication statusPublished - 1 Oct 2019
Event3rd International Conference of the Association for Research in Post Compulsory Education - Oxford University, Oxford, United Kingdom
Duration: 13 Jul 201815 Jul 2018
Conference number: 3
http://arpce.org.uk/events/

Fingerprint

further education
workplace
trainee
teacher
learning
participation
interview
school
education

Cite this

@article{654486d266bd461ca1028518597351b1,
title = "Capturing learning: Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education",
abstract = "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.",
keywords = "Pictor technique, visual elicitation, further education, teacher education, former trainee teachers",
author = "Rachel Terry",
note = "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.",
year = "2019",
month = "10",
day = "1",
doi = "10.1080/13596748.2019.1596430",
language = "English",
volume = "24",
pages = "268--289",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Taylor & Francis",
number = "2-3",

}

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 -