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Since the early 1990s there has been a persistent drive towards
professionalising the education sector, with a particular focus on
those responsible for teaching the post-fourteen age group. This
shift towards recognition of the sector in terms of the
professionals who teach within it has led to constant, repetitive
revision of teaching standards, the regulation and subsequent
de-regulation of the teaching qualifications and the introduction
of professional bodies. This book aims to explore the way that
professional identity develops for trainee teachers, in the FE and
Skills sector, with a particular emphasis on the role that
incidental learning has in this development. The author argues for
a more holistic approach to the development of professionalism
through these informal learning experiences, as opposed to a
criteria based approach.
This book examines the benefits of applying the Identity Structure
Analysis (ISA) to teacher professional development. At present no
government, local authority or school is actively applying Identity
Structure Analysis to monitor school improvement: in a profession
where turnover is extremely high, ISA is framed as a way for
professional development to meet the needs of the specific teacher.
Examining idiographic ISA analyses as well as practical advice for
implementing professional development programs, the authors
scrutinise how ISA can be used in conjunction with mentoring to
offset teacher turnover. This practical volume will be of interest
and value to scholars and researchers of teacher identity and
professional development, as well as researchers and policymakers
interested in reducing teacher turnover.
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