A year on the frontline - despatches from new FE teachers

5.00
Hdl Handle:
http://hdl.handle.net/10547/336062
Title:
A year on the frontline - despatches from new FE teachers
Authors:
Thompson, Carol; Wolstencroft, Peter
Abstract:
This paper explores the experiences of new FE teachers during their first year of teaching in the post compulsory sector. The focus is on initial perceptions of the role, which are typically grounded in visions of 'making a difference to students' lives', compared with the reality of working in an environment driven by measurement, targets and the financial imperative. A number of participants in the study describe difficulties in obtaining resources and managing student behaviour, as well as a general lack of support, and liken this to working on the frontline without having the necessary armoury to combat the challenges they face. However, despite this somewhat negative portrayal of life in the sector, there is an overwhelmingly positive response to the rewards of working with such a diverse group of learners.
Affiliation:
University of Bedfordshire
Citation:
Thompson, C. & Wolstencroft, P. (2012) 'A year on the frontline - despatches from new FE teachers', Journal of Pedagogic Development, 2 (3), pp.16-24.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2012
URI:
http://hdl.handle.net/10547/336062
Additional Links:
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/a-year-on-the-frontline-despatches-from-new-fe-teachers
Type:
Article
Language:
en
Series/Report no.:
Volume 2; Issue 3
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorThompson, Carolen
dc.contributor.authorWolstencroft, Peteren
dc.date.accessioned2014-11-25T13:01:56Z-
dc.date.available2014-11-25T13:01:56Z-
dc.date.issued2012-11-
dc.identifier.citationThompson, C. & Wolstencroft, P. (2012) 'A year on the frontline - despatches from new FE teachers', Journal of Pedagogic Development, 2 (3), pp.16-24.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/336062-
dc.description.abstractThis paper explores the experiences of new FE teachers during their first year of teaching in the post compulsory sector. The focus is on initial perceptions of the role, which are typically grounded in visions of 'making a difference to students' lives', compared with the reality of working in an environment driven by measurement, targets and the financial imperative. A number of participants in the study describe difficulties in obtaining resources and managing student behaviour, as well as a general lack of support, and liken this to working on the frontline without having the necessary armoury to combat the challenges they face. However, despite this somewhat negative portrayal of life in the sector, there is an overwhelmingly positive response to the rewards of working with such a diverse group of learners.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 2en
dc.relation.ispartofseriesIssue 3en
dc.relation.urlhttp://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/a-year-on-the-frontline-despatches-from-new-fe-teachersen
dc.subjectfurther educationen
dc.subjectnew teachersen
dc.subjectteachingen
dc.titleA year on the frontline - despatches from new FE teachersen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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