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Book analyses the challenges FE teacher educators in England face

28 January 2020

UCL Institute of Education (IOE) academic Dr Sai Loo has written a book analysing the challenges Further Education (FE) teacher educators in England face.

Teacher helping pupil with classwork

The book, 'Professional Development of Teacher Educators in Further Education: Pathways, Knowledge, Identities and Vocationalism', focuses on the journeys to becoming FE teacher educators, their relevant teaching know-how and professional needs.

The book combines theoretical frameworks with qualitative and quantitative data to outline the pathways, professional identities, knowledge, and continuous professional development of teacher educators. 

This data is used to discuss four main themes. The first theme examines teacher educators’ initial disciplinary areas, their journeys to becoming educators, and their current positions. The second describes the knowledge, experiences, capacities and skill sets required to perform as teacher educators. The third one explores teacher educators’ professional identities and the final topic looks at their professional requirements as FE teacher educators.

Within the book, Dr Loo suggests there are three main groups of teacher educator pathways: ‘unintended activity’ which refers to the pathway where participants do not aim to be teacher educators initially; ‘intended activity’ is the route where the participants were conscious of wanting to be an educator, and the ‘miscellaneous activity’ pathway.

'Professional Development of Teacher Educators in Further Education: Pathways, Knowledge, Identities and Vocationalism' was published by Routledge in December 2019.

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