Woodley, Theonie; (2022) ‘Taking an Interdisciplinary Approach to Designing the Theoretical Part of a Level 5 Initial Teacher Education Programme Based on the ‘Triple Professionalism’ Concept, for Adult Community Learning Teachers in Essex’. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

The Lingfield report (DBIS 2012) recommended that post-compulsory sector (PCS) institutions become business-oriented and revoked the statutory obligation for teachers to hold Level 5 (L5) teaching qualifications. As a result, the PCS, including my setting, Essex Adult Community Learning (EACL), has gone through unprecedented reforms. EACL offers adults recreational and career-enhancing education. EACL’s inherent complexity has challenged its teachers’ professional identity as most became teachers whilst or after pursuing another career, work on an ‘as and when’ basis and are not L5 teacher-trained. Practice demands have increased in response to local government and EACL restructures which gave EACL a significant role in delivering community development policy. My qualitative research project explores the views of EACL teachers and managers, an adult education expert, a leading adult community learning policy figure and one of the authors of Triple Professionalism (TP) which is a professionalism model which adds to dual professionalism the knowledges/skills needed for working interdependently with other community stakeholders. The research draws together reported elements of EACL teachers’ professionalism and examines the professional knowledges/skills required of the teachers’ new spheres of operation. It explores TP’s potential for supporting EACL teachers’ professional identity and informing three new centre-devised modules to be incorporated in the Education and Training Foundation’s L5 Diploma in Education and Training (DET). The research concludes with proposing the structure of an EACL-specific TP-DET and recommending the content of the centre-devised modules. The resulting TP-DET borrows from interdisciplinary methodologies because it is combining traditional teacher-training curriculum elements with knowledges/skills borrowed from unrelated-to-teaching fields, in particular, Learning Technology, Community Development and Business Management. Its delivery approach is also interdisciplinary because the field-expert lecturers join teacher-trainers in equipping trainees for classroom teaching whilst enabling them to understand and contribute to EACL’s managerial processes and business expansion and affirm their functionality as community workers. Current professional initial teacher education programmes do not afford the latter; the TP-DET, does.

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