The further education (and skills) sector in England has been viewed as a backwater of educational research compared to the other sectors. This comparative lack of research and related publications may be due in part to the huge diversity of the sector. Further Education, Professional and Occupational Pedagogy addresses some of the gaps by bringing together empirical research and theoretical frameworks to give a coherent understanding of the sector, emphasising the occupational experiences of deliverers, alongside their pedagogic and life experiences. This book also includes investigations on the education of professionals in the higher education sector.
The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education.
This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy-makers, teacher educators and education professionals.
Table of Contents
Chapter 1: Researching further education, professional and occupational landscapes
Chapter 2: Teachers’ emotional ecology: pedagogic, life and occupational experiences
Chapter 3: Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiences
Chapter 4: Professional identities in the further education sector: a systematic literature review
Chapter 5: Reconceptualising teacher education as part of a strategic approach to broadening and advancing research in the field of Widening Participation
Chapter 6: The pedagogic implications of occupation-related teaching professionals in higher education
Chapter 7: Working and learning of creative workers: implications for a knowledge-driven curriculum
Chapter 8: Reflections on the further education, professional and occupational landscapes
Dr Sai Loo is an academic at UCL Institute of Education, University College London, UK.
"In this collection, Sai Loo explores professional knowledge and identity, the wider professional curriculum and the relationship between occupational expertise and pedagogy, widening participation, and the construction of knowledge and competence. These themes, and more, are discussed and brought together through robust theoretical as well as empirical inquiry. Sai Loo relates these themes to curriculum, to knowledge, to policy, and to teaching, drawing on the work of key theorists including Basil Bernstein, Michael Eraut, and Christopher Winch. This admirable volume has much to offer for researchers across both the further and higher education sectors."
Dr Jonathan Tummons, Durham University, UK.