An Essay regarding Professionalism in the Post-Compulsory Education Sector and the relevance of continuing professional development of dual professionalism
I am glad to have found documented research that clarifies how broad a subject like Teacher Professionalism in Further Education can be. From the off set of this assignment, it was clear that Professionalism is ambiguous. Before there could be any discussion we first need to be clear what is meant by professionalism and where better than to agree the etymology;
If then by simple definition, can such an ambiguity create such a diverse and radical suggestion that one maybe both professional and vocational? Whose etymology suggest operates at ones highest level of consciousness.
A calling? To be called upon? A forthright? If fate brought me to teaching, it had many plans to overcome before I chose this path. However, the logical response would be to accept the call.
1. Expectations of a Professional: the individual
I have chosen to observe the coherence of teachers in training with the added subject or specialism required of vocational subjects in Post-Compulsory education. Because of the broad subject ranges catered for in Post-Compulsory Education (PCE), designed to complement industries and specialisms served in terms of where our students aim to become employed, we are caught right in the middle. If there is always a middle person (ne-man), then the system could be considered inefficient. Professionals do not have the luxury performing with inefficiencies, by their very nature result in staying true to the cause or calculate the best get out plan. Before we explore the exit strategy it is once again logical to start at the beginning. Not the very beginning, just the beginning of the process of professionalisation. What PCE offers in professionalism is institutionally trained and educated teacher. Logically the arrival at the teaching profession has either occurred via the academic path by way of qualifications or via the subject specialism. Creating a duality at a given point where a subject specialist becomes a qualified teacher. The training process then provides the incubation of reprofessionalisation. A bridge between one profession and another. That is to suggest that those that have arrived from the subject specialism route have previously been considered professionals. If in fact, this is not the case and the candidate has had a meandering of past vocations that in their totality constitute experienced knowledge, then professionalization is significantly relevant. In contrast, academics entering PCE, may not consider themselves vocational, but the developing nature of PCE, to prepare learners for employment in the field of their choice, requires a selection of skills and knowledge, a career toolkit.
That extract comes from a published series of recommendations as a result of a government commission into Adult Vocational Teaching and Learning. It could be conceived that the notion is focused on the learner. However, the statement specifically acknowledges ‘individuals’ as a resulting embodiment of the recommendation. Although, this commission would appear to order imperative action.
2. Expectations of Professionalisation: the collective
There is, in this assignment going to be no comparison to primary and secondary teachers, purely because this area of teaching is typically traditional in terms and has manor of practices and well-established structures that would require their own analysis. Higher Education however can be compared in some instances, but my efforts will attempt to deconstruct a series of possible recommendations that may attract and perpetuate young vocational teachers and how they can remain attached to their subject specialism through communities of practice, during qualification and practice.
The first point that, in order to meet professional standards we always need constant...
References:  http://www.oxforddictionaries.com/
 CAVTL (2013) The summary report of the Commission on Adult Vocational Teaching and Learning: Excellent adult vocational teaching and learning. Learning and Skills Improvement Service (LSIS)
Hillier, Y (2012). Reflective teaching in further and adult education. London: Continuum International Publishing Group. p7-29.
Armitage, A et al. (2007). Teaching and Training in Post-Compulsory Education. 3rd ed. Berkshire: Open University Press. 4-22.
Robson, J (2005). eacher Professionalism in Further and Higher Education: Challenges to Culture and Practice: Overcoming Obstacles and Creating Opportunities. Oxford: Routledge.
© Joel Benjamin Samuels 2014.
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