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Tertiary Education and the Vocational Tutor

Tertiary Education and the Vocational Tutor. Christine Warr Consortium/HEA Conference University of Huddersfield 29 th June 2012. Background. Through narrative interviews the research project investigated: Why some individuals move from industry to teaching

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Tertiary Education and the Vocational Tutor

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  1. Tertiary Education and the Vocational Tutor Christine Warr Consortium/HEA Conference University of Huddersfield 29th June 2012

  2. Background • Through narrative interviews the research project investigated: • Why some individuals move from industry to teaching • How the move affected their perceptions of identity • How individuals ‘learn’ to be vocational tutors

  3. Sample • Twelve vocational tutors working in the construction or engineering departments of a large further education college. • Industrial experience on entry ranged from 30 years to zero. • Education levels included first degree (not in the vocational subject), HND in the vocational subject, but the majority having maximum of level 3 in their vocational subject.

  4. Professionalism and the vocational tutor • Professional identity taken from the original occupation (Gleeson et al., 2005) • Concept of professionalism in relation to vocational teaching has been much debated (for example, Spencely, 2006; Gleeson et al., 2005; Evetts, 2003) • ‘Professions are essentially the knowledge - based category of occupations which usually follow a period of tertiary education and vocational experience and training’ (Evetts, 2003: 97)

  5. On appointment... • Vocational subject qualification at a minimum level 3. • Academic qualifications limited • Industrial experience – debatable, does time served in the armed forces and a portfolio career equal industrial experience?

  6. Lack of tertiary education... • Has the potential to create ‘a weak professional boundary’ (Robson, 2001: 4). • ‘I see myself as a bit of a teacher... But with reservations ...I’m not one of those people who went to college for years. I have got a bit more education behind me now and I’m quite pleased with what I’ve achieved’ (Sean, has now completed the BA Education and Training)

  7. Tertiary education and the professional • ‘After my teaching qualification, my teacher training, my approach has changed, I’m getting to be a bit more professional now...’ (Peter). • ‘I’d say that the Cert Ed certainly opened my eyes up to doing things. I’ve learnt that myself. The second year did change things. I think it’s more analytical then.’ (John). • ‘...my teacher training course is now coming to an end, and I’ve a good understanding of education as a whole.’ (Carl).

  8. The value of tertiary education as motivator • As far as career aspirations go I’d like to stay here long enough to get my top-up degree’ (Ken). • ‘Undertaking the BA was my biggest progression...as far as I was concerned that was like climbing a mountain’ (Mark).

  9. General outcome • Tertiary education, through the Cert Ed and/or a degree appears to have played a significant role in the successful transfer from industry expert to vocational teacher.

  10. The Future... • Financial constraints mean less funding for education and training in the FE sector. • Proposed deregulation (Lingfield Report, 2012) • ‘Certificate in Further Education at Level 5 for those staff who wish to attain it’ (Lingfield, 2012: 6)

  11. My concerns... • Will employers be happy for staff to have the minimum teaching qualification? • Will employees consider the Certificate in Further Education to be unnecessary additional work? • Will lack of engagement with tertiary education inhibit the professional development of those transferring from industry to education?

  12. References • Evetts, J. (2003) ‘The Sociological Analysis of Professionalism. Occupational Change in the Modern World’, International Sociology, 18 (2), pp.395-415. • Gleeson, D., Davies, J. and Wheeler, E. (2005) ‘On the making and taking of professionalism in the further education workplace’, British Journal of Sociology of Education, 26 (4), pp.445-460. • Lingfield, R. (2012) Professionalism in Further Education, London: Department for Business Innovation and Skills. • Robson, J. (2001) ‘Professional Challenges for Further Education Teachers in the UK’, available at: http://www.som.surrey.ac.uk/TTnet/prof-chn.htm, accessed 23.11.07 • Spencely, L. (2006) ‘‘Smoke and Mirrors’: an examination of the concept of professionalism within the FE sector’, Research in Post-Compulsory Education, 11 (3), pp. 289-302.

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