FE VTE

The evidence provided in this MESH guide is robust and allows for translation into other areas of teacher education, particularly all teacher educators’ professional development regardless of the education sector or age range for which they are educating and student teachers. Teacher Educators do not have any recognised professional development to become teacher educators, which means this guide to underpin any development of this kind would be incredibly useful and allow for a fully informed provision in translating this research for knowledge mobilisation.

Korthagen et al. (2006) analysed ‘three cases from different continents’. The IVLOS Institute of Education at Utrecht University, The Netherlands; the Faculty of Education at Queen’s University, Canada and at the Faculty of Education at Monash University, Australia.

Mussett (2010: 1) argues there is no consensus in ‘the way pedagogy should be integrated in teacher education’.

Further Education and Vocational Teacher Education (FEVTE) is defined as all the teacher education activity and provision included in the UK Further Education and Skills sector, and other vocational teacher education elsewhere.

The UK Further Education and Skills (FES) sector is the current name for the sector which has replaced the previous Lifelong Learning sector (LLS).

The evidence presented here is primarily from the research carried out by the author for his PhD, which was a study of the professional situation of English FEVTE Teacher Educators (TEds), and their future professional development. The research engaged in excess of 250 FEVTE TEds.

A key source for this MESH guide is the literature review carried out as part of the research. Additional relevant research is also utilised where it adds to the guide, and sources or resources included.