Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: The context, a response and some critical issues

Journal of Further and Higher Education

Volumn 30, Issue 4, 2006, Pages 337-349

  Fisher, Roy ^a   Webb, Keith ^a  

^a UNIVERSITY OF HUDDERSFIELD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85060351170     PISSN: 0309877X     EISSN: 14699486     Source Type: Journal    
DOI: 10.1080/03098770600965367     Document Type: Article

References (30)

1. Ball, S., 1995. “ Education, Majorism and the ‘curriculum of the dead’ ”. In Subject learning in the primary curriculum, Edited by: Murphy, P, Selinder, M, Bourne, J, and Briggs, M. 35–49. London: Routledge.
2. Becher, T., 1989. Academic tribes and territories, Buckingham, UK: RHE/Open University Press.
3. Bridge, F., Fisher, R., and Webb, K., 2003. From franchise network to consortium: the evolution and operation of a new kind of further and higher education partnership. Journal of Vocational Education and Training, 55(3): 301–318.
4. Browne, R. B, ed. 2005. Popular culture studies across the curriculum, Jefferson: NC, McFarlane and Co.
5. Callaghan, J., 1976. Towards a national debate. Education, 148(17): 332–333.
6. Crawley, J., 2005. In at the deep end, London: David Fulton.
7. Department for Education and Skills (DfES). 2003a. Subject specialism: consultation document, London: DfES.
8. Department for Education and Skills (DfES). 2003b. The future of initial teacher education for the learning and skills sector: an agenda for reform—a consultative paper, London: DfES.
9. Department for Education and Skills (DfES). 2003c. Towards a unified e-learning strategy: consultation document, London: DfES.
10. Department for Education and Skills (DfES). 2004. Equipping our teachers for the future: reforming initial teacher education for the learning and skills sector, London: DfES.
11. Fisher, R., 2003. The golden age of BTEC: the business education curriculum in 1980s further education. The Curriculum Journal, 14(2): 253–277.
12. Fisher, R., 2004. From Business Education Council to Edexcel Foundation 1969–1996: the short but winding road from technician education to instrumentalist technicism. Journal of Education and Work, 17(3): 237–255.
13. Garber, M., 2003. Academic instincts, Princeton, NJ: Princeton University Press.
14. Goodson, I. F., 2003. Professional knowledge, professional lives: studies in education and change, Maidenhead, UK: Open University Press.
15. General Teaching Council for England (GTC). 2003. Department for Education and Skills subject specialism: consultation document—the response of the General Teaching Council for England, London: GTC.
16. Higher Education Academy. 2005. Projects and funding: Fund for the Development of Teaching and Learning 5. PCET online teaching and support. Available online at: www.escalate.ac.uk/index.cfm?action = projects.fdtl5 (www.escalate.ac.uk/index.cfm?action = projects.fdtl5) (accessed 1 November 2005)
17. Healy, M., and Jenkins, A., 2003. “ Discipline-based educational development ”. In The scholarship of academic development, Edited by: MacDonald, R, and Eggins, H. 47–57. Buckingham, UK: Open University Press.
18. Higher Education Funding Council for England (HEFCE). 2003. Report on funded projects: Re-structuring and Collaboration Fund, Bristol, UK: HEFCE.
19. Laurillard, D., 2004. London: Routledge/Falmer. Rethinking university teaching: a framework for the effective use of learning technologies (2nd edn)
20. Liber O, Holyfield S. 2003. Creating a managed learning environment Infonet InfoKit. Joint Information Systems Committee. Available online at: http://www.jiscinfonet.ac.uk/InfoKits/creating-an-mle/index_html (accessed 1 November 2005)
21. Lifelong Learning UK (LLUK). 2006. New professional standards: teacher/tutor/trainer education for the learning and skills sector, London: LLUK. circular
22. Learning and Teaching Support Network. 2002. e-Learning 1–2. LTSN Circular 3, December
23. Lucas, N., 1995. Challenges facing teacher education: a view from a post-16 perspective. Forum, 37(1): 11–13.
24. Lyotard, J. F., 1984. The postmodern condition: a report on knowledge, Manchester, UK: University of Manchester Press.
25. Office for Standards in Education (OfSTED). 2003. The initial training of further education teachers: a survey, London: OfSTED.
26. Stiles M. 2002. Strategic and pedagogic requirements for virtual learning in the context of widening participation. Available online at: http://www.inter-disciplinary.net/Stiles%20Paper.pdf (accessed 1 November 2005)
27. Thornton M. 1998. Subject specialists—primary schools. UCET Occasional Papers no. 10. Available online at: http://www.ucet.ac.uk (accessed 14 March 2005)
28. Usher R, Edwards R. 1994. Postmodernism and education. Routledge
29. Warren Little J. 1992. Stretching the subject: the subject organisation of high schools and the transformation of work education. National Center for Research in Vocational Education. http://vocserve.berkeley.edu/allinone/MDS-471.html (accessed 14 March 2005)
30. Young, M., Lucas, N., Sharp, G., and Cunningham, B., 1995. Teacher education for the further education sector: training the lecturer of the future, London: Association for Colleges/Institute of Education Post-16 Education Centre.