Abstract

This thesis presents the findings of a research project that investigated the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD). The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this research explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, nineteen lecturers from two different further education (FE) colleges (one large multi-campus college in Scotland and another in Wales) took part in semi-structured interviews and provided accounts of their professional background, training and qualifications prior to initial lecturer training, and their route into teaching in FE. Respondents talked about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. A disconnection between training and working life is becoming apparent as teacher education course providers face difficulties in meeting the pedagogic requirements of the FE sector in times of reduced funding and lack of remitted time for training. The thesis concludes with discussions focussing on the potential benefits for colleges of increasing the practical and vocational focus and content of teacher training for lecturers, whilst acknowledging the importance of recognising novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching.