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

Example 2 from research - Mevorach and Ezer (2010)

Mevorach and Ezer (2010) carried out a study of TEds’ perceptions of Teacher Education practices. This included eight different teacher education colleges in Israel, and an analysis of 75 questionnaires. A set of four models was constructed from literature, one of which was the ‘moral agent professional model’. This involved:

  • nurturing a virtuous person involved in the community;
  • contributing to the community;
  • increasing social involvement in the educational field;
  • being able to establish a good relationship with the field and the school;
  • becoming familiar with the role of the teacher in the community (ibid: 437)

Teacher educators surveyed did not consider they had arrived at this model, but did indicate from their responses that ‘they aspire to the moral-agent professional model, perceiving a discrepancy between what exists and what is desired.’ (ibid: 442)

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