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

Rachel Terry

Research output: Contribution to journal › 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.
LanguageEnglish
JournalResearch in Post-Compulsory Education
Volume24
Issue number2
Publication statusAccepted/In press - 4 Jan 2019

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further education
workplace
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interview
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Cite this

Terry, Rachel. / Capturing learning : Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education. In: Research in Post-Compulsory Education. 2019 ; Vol. 24, No. 2.
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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.",
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Terry, R 2019, 'Capturing learning: Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education', Research in Post-Compulsory Education, vol. 24, no. 2.

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, 04.01.2019.

Research output: Contribution to journal › Article

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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.

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Terry R. Capturing learning: Using visual elicitation to investigate the workplace learning of ‘newly qualified’ in-service teachers in further education. Research in Post-Compulsory Education. 2019 Jan 4;24(2).