Professional identity, learning cultures and educational quality: some lessons from Further Education

James, David ORCID: https://orcid.org/0000-0001-7921-6485 2017. Professional identity, learning cultures and educational quality: some lessons from Further Education. Wales Journal of Education 19 (1) , pp. 107-124. 10.16922/wje.19.1.6

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Abstract

This article argues that professional identity is central to the quality of educational provision, especially in vocational Further Education (FE). It revisits a relational and sociological approach to the study of teaching and learning, developed over a decade ago in Transforming Learning Cultures in FE, which is still the only large independent research project of its kind. The article illustrates the capacity of the ‘learning cultures’ approach to foster a deep understanding of professional identity and practice in context. More specifically, the analysis underlines the importance of ‘dual professionalism’ in vocational provision. Brief attention is given to the current process of Area Based Reviews and the currently influential Sainsbury review of technical education. The article concludes that there continues to be insufficient attention paid to professional identity as a resource in high quality provision.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Uncontrolled Keywords:	Further Education, Wales, learning cultures, professional identity
Publisher:	University of Wales Press
ISSN:	2059-3708
Date of First Compliant Deposit:	14 November 2016
Date of Acceptance:	29 October 2016
Last Modified:	03 Dec 2024 17:15
URI:	https://orca.cardiff.ac.uk/id/eprint/96128

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