ERIC Number: EJ950322
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 45
An Integrated Professionalism in Further Education: A Time for Phronesis?
Plowright, David; Barr, Glenn
Journal of Further and Higher Education, v36 n1 p1-16 2012
The aim of this article is to examine the role taken by the Institute for Learning (IfL) in England to promote the nature of professionalism in the lifelong learning sector. It raises the possibility that the decisions taken by the IfL, since its inception in 2002, are leading to the de-professionalisation of teachers. It is argued that what is now needed is a new professionalism that is driven by the practice of "phronesis": wise practical reasoning, based on judgement and wisdom, and that accords with the centrality of context and the reflective nature of the activity of teaching. It will be informed by values that enable practitioners to mediate the confrontational forces of managerialism which might otherwise threaten to undermine their professionalism.
Descriptors: Adult Education, Lifelong Learning, Foreign Countries, Professional Development, Professional Education, Professional Training, Professional Autonomy, Values, Standards, Knowledge Base for Teaching, Pedagogical Content Knowledge, Educational Practices, Institutional Role, Change Strategies, Educational Change
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)