Cultures, colleges and the development of ideas about teaching in English further education

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This article examines the development of new teachers' practice and conceptions of teaching in English further education (FE). Drawing upon data from observations and interviews involving both trainee and serving teachers at a large FE college, it discusses and applies a restricted conceptualisation of culture to investigate the influence of local cultures on new teachers. The paper concludes that while experiences of sections of teachers within the institution may diverge, they share much greater commonality. Even in the few instances where distinctive and sustainable local cultures existed these did not necessarily lead to distinctive teaching practices, suggesting that the most powerful influences on teaching in FE may derive from dominant ideas in society, not from local workplace settings. The paper argues that research that concentrates on the local, such as the Transforming Learning Cultures in Further Education project, risks understating the significance of wider cultural influences on learning, in this case on learning to teach in FE.

LanguageEnglish
Pages377-388
Number of pages12
JournalResearch in Post-Compulsory Education
Volume18
Issue number4
DOIs
Publication statusPublished - 2013

Fingerprint

further education
Teaching
teacher
planning of teaching
learning culture
teaching practice
trainee
learning
workplace
interview
experience

Cite this

@article{a600158c1ff0485abfeaab6413af358c,
title = "Cultures, colleges and the development of ideas about teaching in English further education",
abstract = "This article examines the development of new teachers' practice and conceptions of teaching in English further education (FE). Drawing upon data from observations and interviews involving both trainee and serving teachers at a large FE college, it discusses and applies a restricted conceptualisation of culture to investigate the influence of local cultures on new teachers. The paper concludes that while experiences of sections of teachers within the institution may diverge, they share much greater commonality. Even in the few instances where distinctive and sustainable local cultures existed these did not necessarily lead to distinctive teaching practices, suggesting that the most powerful influences on teaching in FE may derive from dominant ideas in society, not from local workplace settings. The paper argues that research that concentrates on the local, such as the Transforming Learning Cultures in Further Education project, risks understating the significance of wider cultural influences on learning, in this case on learning to teach in FE.",
keywords = "colleges, cultures, further education, teacher-training, work-based learning",
author = "Kevin Orr",
year = "2013",
doi = "10.1080/13596748.2013.847173",
language = "English",
volume = "18",
pages = "377--388",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Taylor & Francis",
number = "4",

}

Cultures, colleges and the development of ideas about teaching in English further education. / Orr, Kevin.

In: Research in Post-Compulsory Education, Vol. 18, No. 4, 2013, p. 377-388.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Cultures, colleges and the development of ideas about teaching in English further education

AU - Orr, Kevin

PY - 2013

Y1 - 2013

N2 - This article examines the development of new teachers' practice and conceptions of teaching in English further education (FE). Drawing upon data from observations and interviews involving both trainee and serving teachers at a large FE college, it discusses and applies a restricted conceptualisation of culture to investigate the influence of local cultures on new teachers. The paper concludes that while experiences of sections of teachers within the institution may diverge, they share much greater commonality. Even in the few instances where distinctive and sustainable local cultures existed these did not necessarily lead to distinctive teaching practices, suggesting that the most powerful influences on teaching in FE may derive from dominant ideas in society, not from local workplace settings. The paper argues that research that concentrates on the local, such as the Transforming Learning Cultures in Further Education project, risks understating the significance of wider cultural influences on learning, in this case on learning to teach in FE.

AB - This article examines the development of new teachers' practice and conceptions of teaching in English further education (FE). Drawing upon data from observations and interviews involving both trainee and serving teachers at a large FE college, it discusses and applies a restricted conceptualisation of culture to investigate the influence of local cultures on new teachers. The paper concludes that while experiences of sections of teachers within the institution may diverge, they share much greater commonality. Even in the few instances where distinctive and sustainable local cultures existed these did not necessarily lead to distinctive teaching practices, suggesting that the most powerful influences on teaching in FE may derive from dominant ideas in society, not from local workplace settings. The paper argues that research that concentrates on the local, such as the Transforming Learning Cultures in Further Education project, risks understating the significance of wider cultural influences on learning, in this case on learning to teach in FE.

KW - colleges

KW - cultures

KW - further education

KW - teacher-training

KW - work-based learning

UR - http://www.scopus.com/inward/record.url?scp=84890544788&partnerID=8YFLogxK

U2 - 10.1080/13596748.2013.847173

DO - 10.1080/13596748.2013.847173

M3 - Article

VL - 18

SP - 377

EP - 388

JO - Research in Post-Compulsory Education

T2 - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 4

ER -