Professional Development and Institutional NeedsGillian Trorey, Cedric Cullingford The tension between institutional needs and those of the individual has rarely been higher. Increasing demands on institutions to deliver set targets and value for money whilst adhering to set expectations and external constraints has led to an erosion of the notion of staff development. This book looks at how the conflict between the two outlooks emerges and what can be done to overcome it. Based on empirical evidence, the authors reveal what is happening in a range of institutions and explore the tensions between the personal needs of the individual and the demands of managers. They examine the reasons behind the conflict and discuss what measures can be taken to overcome it. The book will provide a central text on an important but relatively neglected subject of interest to all engaged in the profession. |
From inside the book
Results 1-3 of 37
Page 97
... programmes such as the City and Guilds 730 in Further Education offer the opportunity for staff qualified in their own area of expertise to undertake teacher training once in post . Many Higher Education institutions also provide programmes ...
... programmes such as the City and Guilds 730 in Further Education offer the opportunity for staff qualified in their own area of expertise to undertake teacher training once in post . Many Higher Education institutions also provide programmes ...
Page 130
... programmes . At this time City and Guilds also introduced a purely competence - based programme the 7306 , based entirely on NVQ units in Training and Development , with the idea that this would eventually replace their popular basic ...
... programmes . At this time City and Guilds also introduced a purely competence - based programme the 7306 , based entirely on NVQ units in Training and Development , with the idea that this would eventually replace their popular basic ...
Page 133
... programmes ; all programmes must be endorsed by FENTO or they will not be recognised by the new Department for Education and Skills ( DfES ) . This parallels the control over school teacher training , where higher education programmes ...
... programmes ; all programmes must be endorsed by FENTO or they will not be recognised by the new Department for Education and Skills ( DfES ) . This parallels the control over school teacher training , where higher education programmes ...
Contents
Meeting the Needs of the Individual | 1 |
Performance Management and Control of | 15 |
Balancing | 35 |
Copyright | |
9 other sections not shown
Other editions - View all
Professional Development and Institutional Needs Gillian Trorey,Cedric Cullingford Limited preview - 2017 |
Professional Development and Institutional Needs Gillian Trorey,Cedric Cullingford Limited preview - 2017 |
Professional Development and Institutional Needs Gillian Trorey,Cedric Cullingford No preview available - 2016 |
Common terms and phrases
achieve approach assessment balkanised career citizenship classroom competence competence-based complex context continuing professional development creativity Cullingford culture development needs DfEE Dinham EcoCampus employees environment expertise external Falmer FE colleges FE sector FE staff FE teachers FEFC FENTO FHE institutions framework funding Further and Higher Further Education head teachers headteachers HELEN SWIFT Higher Education identified increasing individual initiatives institutional needs interviews involved Journal judgement leadership learning organisation lecturers Local Education Authorities London managerial members of staff mental models National Curriculum National Vocational Qualifications NVQs OFSTED Open University opportunities outcomes performance personal development planning priorities profiles programmes psychological contracting pupils qualifications recognised reflective practice responsibility result role skills social staff development standards strategic suggests Sustainable Development Education targets teaching and learning teaching staff tension thinking training and development University of Huddersfield values whilst