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Ecer2014 ovenden-hope-utq

Nov 22, 2014

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  • 1. A Universal TeachingQualification: Challenging theDichotomy in Teaching Status inEngland.Dr Tanya Ovenden-HopePlymouth Institute of EducationPlymouth University Tanya Ovenden-Hope

2. In many member states there is little systematiccoordination between different elements of teachereducation, leading to a lack of coherence andcontinuity. (European Commission, 2007:2)The separate traditions of training school, college andHE teachers appear to be as strong as ever, as is a trendof ever-greater and more complex forms of regulation.(Lucas and Nasta 2010:441)Professionalism in Further Education, was published in2012; the report was critical of the confusing array ofteaching qualificationsFollowing the report most ofthe 2007 regulations were revoked. (UK Parliament,2014) 3. Teaching qualifications in EnglandQTS (qualified teacher status): Early years, primary andsecondary state schools until July 2012, then not mandatory inacademies, free and studio schools. Department for Education (DfE) Graduate entry only (until 2013, then non-graduate members ofthe armed forces exempt)QTLS (Qualified Teacher Learning and Skills): FE professionalformation year, not qualification. Qualification was DTLLS (fullteaching role) and CTLLS (associate teaching role) untilSeptember 2013, now Certificate in Education or Diploma inEducation, but not mandatory. Business Innovation and Skills (BIS) Non-graduate 4. Government legislation in England on teaching2010-2011: potential for professionalconvergence by teaching qualification The Skills Commission Report Teacher Training in Vocational Education (2010)recommended:The conclusion of this inquiry is the need to converge the two separateteacher training regimesThe two regimes should be replaced by aunified training system and a universal teaching status. (2010:9) DfE The Importance of Teaching (2010) - No acknowledgement of SkillsCommission recommendation. DfE Review of Vocational Education: Wolf Report (2011) - Minister forEducation accepted recommendation for immediate implementation of QTLSholders being able to teach, with parity to QTS holders, in schools. DfE Training Our Next Generation of Outstanding Teachers (2011) - Noacknowledgement of potential for professional convergence in teaching. 5. Government legislation in England on teaching2012 onwards: removal of mandatory teachingqualificationsGovernment legislation for schools and colleges in England since 2010has progressively increased their autonomy and, in relation toteaching, has effectively de-professionalised teaching through theremoval of mandatory teaching qualifications: Paragraph 8 of the Deregulation Bill (2012) removed the Secretaryof States power under clauses in the Education Act 2002 to imposequalification requirements in respect of staff and principals atfurther education institutions in England. Department for Educations Increasing the number of academiesand free schools to create a better and more diverse school system(2012) gives academies the same freedom to employ non-qualifiedteachers as independent and free schools. 6. Do we need a teaching qualification in England?Could a Universal Teaching Qualification (UTQ)provide the answer?Professional convergence in teaching:Route 1: No mandatory teaching qualifications current policy trainteachers on the job in a single school by an outstandingsubject/phase teacher. Little standardisation in educational theory asnot required for QTS (if taken). Converge through non-qualifiedoutcome with focus on classroom practice.Route 2: UTQ potential policy for a new government teacherseducated and trained in school, college, university partnershipthrough praxis (educational theory and practice). Simplify routes intoteaching and understanding of qualification to teach; withopportunities to teach across sectors and employ most appropriatestaff and parity of esteem for all teachers. Converge throughprofessional qualification with focus on partnership and praxis. 7. A Universal Teaching Qualification:the research projectAimsThe aim of this qualitative project (2011-2013) was to examine thepolitical and social context of teacher education and teacher status inFE and compulsory education in England. Teacher Educatorsperceptions were used to suggest the challenges and opportunitiesfor professional convergence through a universal teachingqualification and new systems of teacher education governance.MethodsPrimary research was undertaken through: Questionnaires - secure on-line questionnaire to all TeacherEducators in England. 127 responses across all phases. Interviews semi-structured interviews using a self selectingpopulation for a stratified random sample of 9 Teacher Educatorsfrom Further, Secondary and Primary Education. 8. Teacher Educators perceptions of a UniversalTeaching Qualification (UTQ) for England 9. Findings Findings suggest that there is support among teachereducators in England for a Universal Teaching Qualification(64.3%) and even greater support for the professionalconvergence of government departments (82.5%), agencies(84.9%) and funding bodies (86.5%) for all teacher educationin England. In England responsibility for, and governance of, Education(including funding) is located in different governmentdepartments dependent on the Education sector.Compulsory Education sits in the Department for Education(DfE) and Post-Compulsory Education with the departmentof Business Innovation and Skills (BIS), which has causeddisparity in policy and funding. 10. Teacher Educators Voice36% of responding teacher educators had been in teacher education for morethan 16 years, while 75% had been teacher educators for more than 5 years. Thissuggests the findings offer a significant and experienced commentary onregulations for teacher education:From and administrative point of view it [professional convergence in teaching]would be ever so helpful. If you could see how everything fitted together and ifpeople who were employed were able to go from one sector to anotherit wouldbe very useful. Teacher Educator (I2) There is so much shared practise and the principles of learning are sameregardless of what age learner that your are working with that its almostsectarian the way that people view different sector. And the folklore view thatcertain areas of teaching being harder or more demanding than other areas Ithink its ridiculous. Teacher Educator (I8)Education should be managed outside of the political field as in other countriesi.e. Germany. There should be professional educators collaboration to improvepractice, not a dictatorial and fluctuating governmental department TeacherEducator (Q10:44) 11. Benefits and challenges to introducingprofessional convergence in teaching in England97 Teacher Educators offered qualitative responses that informed these findingson the potential for professional convergence:BenefitsA unified and vibrant pool of teachers with the flexibility to provide a high qualitysupply of teachers for all learners. Parity between sectors (FE feels like the Cinderella sector, successivegovernments have perpetuated this), raising the status of FE teaching A stronger and more collegiate teaching profession (possible merging ofunions) with enhanced professional standards Share best practice and teachers (resource) across sectors (The main benefitwould be a truly portable qualification allowing teachers to move acrosssectors, which in itself would bring a richer contribution to teaching andlearning) Less bureaucracy (simplification and streamlining; cheaper regulation throughsingle bodies) The main benefit would be that eventually everyone would know how to get ateaching qualification that was transferable across sectors Overcome the vocational/academic divide, training v education 12. Benefits and challenges to introducingprofessional convergence in teaching in EnglandChallengesThe main challenge is from the government who I think do not wish to see astrong and coherent set of professionals expressing themselves. Different cultures/self perceptions of teachers in each sector (The otherphases would never consider LL [lifelong Learning or FE] their equal; The mainchallenge will be the integration of two completely different cultures which areapparent in schools and in teacher education and the production of one set ofuniversal standards) Recognising differences between sectors and phases e.g. curriculum, subjectspecificity, pedagogical issues Very different roles of some Post compulsory teaching e.g. prison, privatetraining Cost of parity in salaries (traditionally pay in FE lower than compulsorysector)(Getting agreement to convergence from those who hold the pursestrings, as it would undoubtedly lead to stronger calls for pay and conditionsparity for all teachers) Vested interests of different bodies/agencies in having different Ensuring training and skills teachers/lecturers qualification are recognised asequivalent to a degree 13. Current perceptions of teachereducation on in England...the lofty aspirations expressed in government reforms toimprove FE teacher training and to achieve parity of esteembetween school and FE teachers have not been achieved.(Lucas et al, 2011:17)It appears that parity has been met in an unexpected way,through a professional convergence of non- mandatoryteaching qualifications.Weve got this fragmentation of the compulsory sectorwhereby Free Schools and Academies are not required toemploy people who are qualified as teachersI think its amessIm not sure anybody has thought it through in a sensibleway. Teacher Educator 2 14. What next for teaching as a professionin England? A return to a qualifiedprofession? Nick Clegg, Deputy Prime Minister and leader of theLiberal Democrat Party 2015 Manifesto: "There is no reason why a child attending an academyor free school should not enjoy the same basic right tobe taught by a qualified teacher or to follow a corecurriculum as any other child. (BBC News, 12/06/14)

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