Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/29815
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Transforming practice, transforming practitioners: reflections on the TQFE in Scotland
Author(s): Bain, Yvonne
Brosnan, Kevin
McGuigan, Aileen
Contact Email: k.d.r.brosnan@stir.ac.uk
Keywords: Education
Issue Date: 2019
Citation: Bain Y, Brosnan K & McGuigan A (2019) Transforming practice, transforming practitioners: reflections on the TQFE in Scotland. Research in Post-Compulsory Education, 24 (1), pp. 83-101. https://doi.org/10.1080/13596748.2018.1526907
Abstract: This study offers reflections on the TQFE in Scotland as an example of the transformative professional learning model as identified by various authors. The focus of this study is the professional learning of lecturers in Scotland’s colleges. Informed by wider considerations of teacher education more broadly, it will be of particular interest to those supporting a transformative model of professional learning in a variety of educational contexts. The research was undertaken as a collaborative initiative between each of the three universities which offer the TQFE in Scotland. Qualitative data are drawn from former TQFE participants and college mentors, and thematic analysis used to gain further insight from participant interviews. Findings highlight the transformative nature of the TQFE with an impact that is beyond the currency of the TQFE programme duration. The provision of transformative professional learning opportunities is now imperative given various pressures and tensions around the development of educators more generally and within contemporary Scottish Further Education in particular. Such pressures and tensions include: the varied demands within the Professional Standards for Lecturers in Scotland’s Colleges, and the need for professional learning for college lecturers to go beyond a competency or tool-kit based approach and to be sustainable.
DOI Link: 10.1080/13596748.2018.1526907
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 07 May 2019, available online: http://www.tandfonline.com/10.1080/13596748.2018.1526907.

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