TELLing our story

Teacher Educators in the Lifelong Learning Sector

Jim CrawleyBath Spa University

A DefinitionWhat do we mean by ‘Teacher Educators’?

any teaching professional supporting the learning and development of trainees on any of the currently recognised ITE awards in the Lifelong Learning sector

This could be a tutor, mentor, observer.

They could be working on one or more of a number of courses (PTLLS, CTLLS, DTLLS, Cert Ed, PGCE)

Scale of provision

Teachers on Teacher Training courses

2006/7 29,832 (LLUK 2008: 18)

2007/8 46,504 (18%). (LLUK 2009: 34)

2008/9 45,305 (16.9%) (LLUK 2010: 28)

Only FE so the total number in training across

the whole sector would be higher.

Numbers of Teacher Educators

• Given the volume of candidates indicated by LLUK workforce data (over 45,000 for each of the years concerned since the reforms came into place) I estimate the community of LLS teacher educators in England at 4000.

• Comments?

Comments on Essential Characteristics of Teacher Educator

• Courage to stand firm amidst changes that are not always wise. Ability to provide multi-culture and internationalist perspectives and to challenge received views.

• Infinite patience and the capacity to challenge self and others' actions and values

Comments on knowledge of

Teacher Educators• because the LL sector changes so

rapidly, all of these will always be areas for further development in order to keep up to date with knowledge.

• A broader more holistic knowledge of the PCET sector and its associated learners from voluntary, community, FE,HE and penal education

Characteristics and values of

Teacher Educators• Already experienced teachers• Routes into teacher education varied• Directly involved in developing the teaching

workforce• Involved in developing the teaching

community• Modelling teaching and values of critical

autonomy• Passionate about teaching and learning• Contesting areas of teaching and learning

theory and practice

What is unique about

Teacher Educators in LLS?• Most teacher educators are ‘generic’• ITE can involve short and long programmes• Particularly diverse range of participants on

courses• Most teacher educators work with part time in

service trainees• Teacher education is the main occupation of

just 40% of those involved• Reduced sense of ‘agency’• Fluidity and rapidly changing nature of sector

What next?• Artefacts, documents and publications – old

and new• FENTO STANDARDS (2001)• 45 pages• 1 key purpose - The key purpose of the FE

teacher and those directly involved in supporting learning is to provide high-quality teaching, to create effective opportunities for learning and to enable all learners to achieve to the best of their ability

• Values; Professional Knowledge and understanding; Skills and attributes

• 7 key areas; 204 ‘competences’• ‘teaching’ mentioned 112 times

• LLUK STANDARDS (2007)• 20 pages• 1 key purpose - The key purpose of the

teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.

• 6 domains each one with Professional Values; Professional Knowledge and Understanding; Professional Practice

• 192 ‘competences’• ‘teaching’ mentioned 39 times

Bibliography

• FENTO (2001) Standards for supporting learning London: FENTO

• Lifelong Learning UK (2007) New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Coventry: LLUK

• Lifelong Learning UK (2008) Further Education Workforce Data for England. An Analysis of the Staff Individualised Record Data 2006-2007. Coventry: LLUK

• Lifelong Learning UK (2009) Further Education Workforce Data for England. An Analysis of the Staff Individualised Record Data 2007-2008. Coventry: LLUK

• Lifelong Learning UK (2010) Further Education Workforce Data for England. An Analysis of the Staff Individualised Record Data 2008-2009. Coventry: LLUK