‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England

Tummons, J.

doi:10.1080/13596748.2016.1226589

‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England

Tummons, J.

Authors

Professor Jonathan Tummons jonathan.tummons@durham.ac.uk
Professor

Abstract

During the last two decades, a number of successive policy initiatives have attempted to professionalise the further education sector in England: professional qualifications have been rewritten, made compulsory and then returned to voluntary status; professional bodies have been established, briefly promoted, and then neglected; professional licences have been considered and rejected; and a new professional status has been introduced. This article, which combines both theoretical and empirical perspectives, argues that all of these processes of professionalisation are problematic due to the inherent flaws in any set of professional standards, and that the ambiguous manner in which the latest set of professional standards is being read and understood by practitioners within the sector reflects a continuation of a flawed process of professionalisation in further education that has been underway since 1999.

Citation

Tummons, J. (2016). ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England. Research in Post-Compulsory Education, 21(4), 346-359. https://doi.org/10.1080/13596748.2016.1226589

Journal Article Type	Article
Acceptance Date	Jul 12, 2016
Online Publication Date	Oct 26, 2016
Publication Date	Oct 26, 2016
Deposit Date	Jul 14, 2016
Publicly Available Date	Apr 26, 2018
Journal	Research in Post-Compulsory Education
Print ISSN	1359-6748
Electronic ISSN	1747-5112
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	21
Issue	4
Pages	346-359
DOI	https://doi.org/10.1080/13596748.2016.1226589

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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research in Research in Post-Compulsory Education on 26/10/2016, available online at: http://www.tandfonline.com/10.1080/13596748.2016.1226589.