Pedagogy in Further Education and Vocational Teacher Education

Jim Crawley | View as single page | Feedback/Impact
Pedagogy in Further Education and Vocational Teacher Education
Evidence
Definitions, background and scope
Key pedagogical themes
Examples from research
Examples from research
Sources of evidence
Definitions and key pedagogic themes from research
General pedagogical principles
Example 1 from research – Korthagen et al., (2006)
Example 7 from research (FES) – Harkin (2005)
Strength of evidence and Translation rating
Background and scope
The moral role of teacher educators
Example 2 from research - Mevorach and Ezer (2010)
Example 9 from research – Cochran Smith (2003)
References
Modelling practice and ‘golden moments’
Example 3 from research (FES) – Crawley (2014)
Example 10 from research (FES) - Crawley (2014)
Further Reading
The place of learning theory
Example 4 from research – Willemse et al., (2008)
Example 11 from research – Murray and Male (2005)
The place of learning theory in the FES
Example 5 from research (FES) – Crawley (2014)
Example 12 from research (FES) – Crawley (2014)
Creating personal learning theory
Example 6 from research – Moon (1998)
Developing learning communities of reflective practitioners
Connecting theory, practice and workplaces
Strength of Evidence
Transferability
Areas for further research
Editor's Comments
Online Communities

The moral role of teacher educators

Belief among teacher educators that teacher education plays a pivotal moral role in the preparation of teachers including the development of reflexivity, inclusivity, equality and social justice is present in research from Apple (2009), Bentley (2009), Freedman et al. (2004), Mevorach and Ezer (2010), Roofe (2021), Thurston (2010) and Zeichner (2009).

Buller (2019), Lawy and Tedder (2012), Lucas and Nasta (2010), Mevorach and Ezer (2010) Thurston (2010) and Zeichner (2009) argue from their evidence that TEds should also be visible contributors to debates about teaching and learning, and debates about standards and democratic engagement with society.

Although this is a regular theme from research, there is little evidence from England of movement towards TEDs being supported to follow this moral direction, and if anything, this is proving more difficult.

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