Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22543
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education
Authors: Husband, Gary
Contact Email: gary.husband@stir.ac.uk
Keywords: lecturer training
further and higher education
vocational training
continuing professional development
teaching and learning
Issue Date: 2015
Publisher: Taylor and Francis
Citation: Husband G (2015) The impact of lecturers’ initial teacher training on continuing professional development needs for teaching and learning in post-compulsory education, Research in Post Compulsory Education, 20 (2), pp. 227-244.
Abstract: This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this paper explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, 18 lecturers from different colleges (one large multi-campus college in Scotland and another in Wales) provided narrative accounts about their professional background, training and qualifications prior to initial lecturer training and their route into teaching in further education. Respondents then engaged in semi-structured interviews about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. Recommendations are made to colleges to increase the practical and vocational focus and content of teacher training for lecturers whilst acknowledging the importance of allowing novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching.
Type: Journal Article
URI: http://hdl.handle.net/1893/22543
DOI Link: http://dx.doi.org/10.1080/13596748.2015.1030262
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Education

Files in This Item:
File Description SizeFormat 
13596748.2015.pdf338.01 kBAdobe PDFUnder Embargo until 31/12/2999     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.

This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.