Book 2021

Professional Identity Development through Incidental Learning

TA
Turner, Amanda
Professional Identity Development through Incidental Learning
Journal · pp. 1-137
Abstract

Since the early 1990s there has been a persistent drive towards professionalising the education sector, with a particular focus on those responsible for teaching the post-fourteen age group. This shift towards recognition of the sector in terms of the professionals who teach within it has led to constant, repetitive revision of teaching standards, the regulation and subsequent de-regulation of the teaching qualifications and the introduction of professional bodies. This book aims to explore the way that professional identity develops for trainee teachers, in the FE and Skills sector, with a particular emphasis on the role that incidental learning has in this development. The author argues for a more holistic approach to the development of professionalism through these informal learning experiences, as opposed to a criteria based approach. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021.

Keywords

Author Keywords

Professional identity reflective practice incidental learning Post-compulsory education disjuncture FE and Skills sector PGCE programme development Trainee Teacher

Index Keywords

Author Affiliations
Institute of Education, University of Staffordshire, Stoke-on-Trent, Staffordshire, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
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9 Teaching in Lifelong Learning A Journal to Inform and Improve Practice, (2012)
10 A Thousand Plateaus Capitalism and Schizophrenia, (1987)
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