Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26729
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The professional learning of further education lecturers: Effects of initial lecturer education programmes on continuing professional learning in Scotland and Wales
Author(s): Husband, Gary
Contact Email: gary.husband@stir.ac.uk
Keywords: Further education
vocational teachers
work based learning
lecturer education
professional learning
lecturer initial education
Issue Date: 31-Dec-2018
Citation: Husband G (2018) The professional learning of further education lecturers: Effects of initial lecturer education programmes on continuing professional learning in Scotland and Wales, Research in Post Compulsory Education, 23 (2), pp. 159-180. https://doi.org/10.1080/13596748.2018.1444384.
Abstract: This paper reports on the results of a research study conducted in two colleges of further education in Scotland and Wales. The aim of the study was to begin to understand the ongoing effects of initial lecturer education programmes. Using the accounts of respondent lecturers and detailed documentary analysis, an accurate picture of the professional learning provision in the two colleges and devolved sectors was constructed. The research found that induction practices, mentor support, model of initial lecturer education programmes and engagement with practice focused work based learning all had significant impacts on ongoing engagement with professional learning. The paper concludes with suggestions for practice related to the structuring of professional learning from induction to continuous career long provision.
DOI Link: 10.1080/13596748.2018.1444384
Rights: This item has been embargoed for a period. During the embargo 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. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research in Post-Compulsory Education on 08 May 2018, available online: http://www.tandfonline.com/10.1080/13596748.2018.1444384.

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