Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555758
Title: Assessment, knowledge and the curriculum : the effects of a competence-based approach to the training of teachers in further and adult education
Author: De Bruler, Curran A.
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2001
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Abstract:
This study investigates into the effects of a competence-based approach to the training of teachers in further and adult education. The study focuses on the ‘traditional’ City and Guilds 7307 Further and Adult Education Teacher’s Certificate and the competence-based City and Guilds 7306 Further and Adult Education Teacher’s Certificate which follows the NVQ model. The study seeks to investigate the perceptions of practitioners in the further education sector who have delivered both courses in terms of the differences between the two programmes, and how those differences affect their professional practice, the students’ learning experiences and the students’ professional knowledge. Semi-structured interviews were used for data collection, and the participants consisted of 14 practitioners in the South West of England, and a further eight practitioners from around the UK. The first group were interviewed face-to-face. Interviews were audio-recorded, and full transcripts were made. The second group were interviewed via e-mail. Supplementary interviews were also conducted with three City & Guilds officials, and a representative from FENTO and from an NTO. These were conducted by e-mail or by telephone. The data were analysed using theme analysis, where categories are allowed to emerge from the data, rather than being imposed upon them. Emergent themes are then analysed and categorised to shed light on the research questions. The results of the study indicated that practitioners saw the key difference between the two programmes to be that of assessment, that assessment on the NVQ model tended to dominate their practice, that students found the NVQ programme to be less enjoyable than the traditional one, and that students’ professional knowledge was less profound on the NVQ model than on the traditional one.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555758  DOI: Not available
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