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 10 from research (FES) Crawley (2014)

Crawley’s research included focus groups, an online questionnaire, and an evaluation of a CPD programme for teacher educators, and engaged over 250 participants. The conceptual framework which was developed to support analysis of the results included a number of key issues which had emerged from research including

  • - the teacher educator as a professional:
  • - the pedagogy of teacher education;
  • - multiplicity and diversity of role
  • - professional development of support

When analysing the participant contributions using this framework, the theme of participation in learning communities emerged as the equal second most mentioned area, and one to which the participants gave considerable value.

The issue of working and learning as a community was a part of a process of feeling connected with each other, and building connections with their trainees, which the next section addresses more fully.

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