“Seeing those lightbulb moments, helping children to achieve.” This is what our members say teaching should be: but workload pressures and government’s heavy hand in curriculum, assessment and accountability means that the reality is often very different.
THAT Conference reasserts that decisions regarding educational content and delivery should be made by experienced education professionals. As such, Conference welcomes the creation of a Chartered College of Teaching in England.
Teaching is an intellectual and learning profession, based on a high degree of continually developing general and systematised knowledge.
How can vocational teachers and trainers (VTTs) develop and their subject and pedagogical expertise? How much CPD goes on ‘under the radar’ as VTTs seek their own ways to maintain their professional connections? Do FE and skills institutions provide enough support to new, experienced and part-time VTTS?
I was invited to chair a session on the Policy Contexts of Professionalism, as part of the in the Developing Collaborative Expertise in the Further Education Sector seminar series.
Dual professionalism was meant to leap the chasm of teacher practitioner and industry expert.
ATL Future have undertaken a survey of teachers new to the profession to ascertain the attractiveness of teaching and the results are powerful, shocking and yet unsurprising.
The first seminar in ATL's Developing collaborative expertise in the FE sector programme took place on 30 January 2015 at ATL's offices in London.
One of the most interesting parts of the 'Qualified Workforce' seminar (and there were plenty!) was around what qualifications should look like in the FE sector - although I prefer the term VET (vocational education and training) because whatever else FE does, its unique provision is VET.
Why a qualified workforce? Is this a question we should even be posing?