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In the absence of significant research into the knowledge base of teachers in the Further Education and Skills sector in England, this qualitative study, conducted with four teacher educators, sought to describe this knowledge base. The research also investigated the extent to which traditional conceptualisations of teacher knowledge were adequate to capture the knowledge that FE teachers need to teach. Data were collected principally through semi-structured and focus group interviews with the four teacher educators. Findings showed that the knowledge base of teachers in the FE setting is complex, nuanced and not fully captured within existing traditional conceptualisations of teacher knowledge.
This talk will highlight the challenges for teacher educators working within FE settings in terms of their capacity to develop FE teachers’ subject-specific pedagogical knowledge. It will also raise key questions not only about the implications for the development of subject-specific provision within FE, and also beyond FE in the ongoing debates around generic versus subject-specific mentoring.
The research for this presentation was developed on the basis of insights generated by experienced teacher educators, undertaking the MSc in Teacher Education at the University of Oxford.
