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(Re)conceptualising effective teaching in further education: an exploratory study

journal contribution
posted on 16.12.2021, 17:11 by N. Smothers, Brendan Cropley, Sheldon Hanton, A. McKay, T. Williams
Government-led reforms in the Further Education (FE) sector in the UK have highlighted the impact that FE institutions can have on national productivity and economic growth. This has resulted in growing calls to support the performance of FE teachers in the classroom. There is a paucity of research that has considered effective teaching practice within the unique context of FE. To address this gap, we sampled 90 full-time FE teaching staff, who participated in one of 12 in-depth focus groups, which aimed to: (a) develop a working definition of effective teaching in FE; (b) examine the characteristics of effective FE teachers; and (c) explore the process of effective FE teaching and the factors that may impact on this. Using thematic analysis, a definition was constructed that considered effective teaching practice to be a learner-centred process that facilitated learners’ basic psychological needs resulting in a range of holistic outcomes. A number of effective FE teacher characteristics were also identified and categorised into four main themes: knowledgeable; professional skills; personal qualities; and interpersonal qualities. Finally, institutional-, learner-, and teacher-derived issues (e.g. institutional targets; learner expectations; teacher doubts over ability) were identified as factors that may influence the effectiveness of practice in FE. Our findings offer a unique insight into a context-specific conceptualisation of teacher effectiveness that can potentially support the training and development of FE teachers.

History

Published in

Journal of Further and Higher Education

Publisher

Talor & Francis

Acceptance Date

23/09/2021

Publication Date

02/11/2021

Version

AM (Accepted Manuscript)

Citation

Smothers, N., Cropley, B., Hanton, S., McKay, A., & Williams, T. (2021) '(Re) conceptualising effective teaching in further education: an exploratory study', Journal of Further and Higher Education, 1-15. DOI: 10.1080/0309877X.2021.1986622

Print ISSN

0309-877X

Electronic ISSN

1469-9486

Cardiff Met Affiliation

  • Cardiff School of Sport and Health Sciences
  • Cardiff School of Management

Cardiff Met Authors

Sheldon Hanton

Cardiff Met Research Centre/Group

  • Physical Health Education for Lifelong Learning

Copyright Holder

© The Publisher

Language

en