NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021664
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1359-6748
Expansive and Restrictive Approaches to Professionalism in FE Colleges: The Observation of Teaching and Learning as a Case in Point
O'Leary, Matt
Research in Post-Compulsory Education, v18 n4 p348-364 2013
What it means to be a "professional" in further education (FE) in England has been the subject of ongoing debate over the last two decades. In an attempt to codify professionalism, New Labour developed a package of reforms, crystallised by the introduction of professional standards and qualifications and a new inspection framework under Ofsted. These reforms reflected a political desire to improve FE teachers' professional skills and knowledge and prioritised teaching and learning as the main driver for "continuous improvement". The observation of teaching and learning (OTL) subsequently emerged as a pivotal tool with which to evaluate and measure improvement, whilst also promoting teacher learning and development. Drawing on recent research into the use of OTL, this paper focuses on two case-study colleges in the West Midlands, whose contrasting OTL practices serve to exemplify expansive and restrictive approaches to professionalism in FE.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A