School of Education and Professional Development

Post Graduate Scheme

Cert Ed/PGCE

DHN3120

Studies in Professionalism in Education & Training

D0253880

Paul Bamforth

Total Word Count

4,486

(excluding quotes)
 Contents
Page

Introduction 3

Societal and Personal Values in Relation to

Education and Training 3

Professionalism in Relation to the

Current Role of a Teacher Working in the
PCET Sector 6

Application of Models of Reflective Practice

Analysing Learning on the Course 8

Critical Evaluation of Quality Assurance in the PCET

Sector on a National Level 10

Review of Appropriate Opportunities for

Personal and Professional Development 13

Appendices

References

Bibliography

2
INTRODUCTION

This essay is a succinct account of my holistic interpretation of; what a profession is, what
it is to be professional, the difference between the two and the current debate of these
issues in the Post Compulsory Education and Training sector (Ball, 2007). Writing in the
knowledge that this debate and all its issues can not be encompassed in an essay of this
calibre, I have chosen a selection of issues and debates to critically analyse and discuss in
relation to my experiences during my training on the PGCE to date. This will not only refer
to my academic retention but also my experiential insights and how both of these have
contributed to the formation of my future career plans/prospects.

SOCIETAL & PERSONAL VALUES IN RELATION TO EDUCATION & TRAINING

“If we are not being challenged we are not being professional”

Taken from the speaker at the lead lecture on professionalism
at Huddersfield University 29/04/08

The above statement struck a very strong chord with me as I sat in the lecture theatre on
that Tuesday morning, because it provoked me to re-evaluate my own schema of
professionalism and how that fits within society. Throughout the professionalism module
we have debated on countless occasions as to whether or not teaching is in fact a
profession or a semi profession and even to date I am unable to objectively answer this
question. Even my own personal values contradict themselves on this issue because as
an academic I already belong to a profession (British Association of Counselling and
Psychotherapy) which meets all the current traditional criteria of ‘a defined profession,’ but
as a PCET teacher I fall short of the mark (Rice, 2005). Fortunately the Institute for
Learning has made some recent contributions to rectifying this by producing a ‘code of
ethics’ for teaching practice, but PCET teaching does not meet the criteria of a ‘profession’
in terms of the length of ‘specialist training’ that is required to be a PCET teacher
(Tummons, 2007)

So does this mean that teachers in the Post Compulsory Education and Training sector will
never be truly classed as professionals or is it more the case that the definition of what a
professional is needs to be re-evaluated? Naturally there is a difference between

3
belonging to a profession and being professional, but can it be suggested that being
professional is already naturally inherent to the teacher’s work ethic and that more focus
should be aimed at changing/challenging societal views of what a profession is to give
PCET teaching the credibility which it deserves (Hodkinson & Issitt, 1995)?

Wolf, A. et al (2008) presents a discussion for BBC radio four on: “War on Professions”
and although this discussion specifically relates to more traditional professions such as
medicine, architecture and law, there are several transferable issues which can be related
to PCET teaching:
“Stand here, as I’m doing, in the
Royal Institute of British Architects, and the world of the profession
seems entrancing: magnificent art deco headquarters; a grand staircase;
names of past presidents carved in the marble walls; plus the most
elegant of modern steel reception desks; and a pretty fine café. It’s hard
to believe here that anything is wrong. Privileged serenity is more what
springs to mind, a sort of swan upon the waters. Nothing of the sort.
Under the surface, the professions are not really paddling like crazy;
they’re engaged in a long war of attrition with government. And
they’re losing.”
Wolf, (2008)

As theatrical as the latter statement about ‘loosing a war of attrition with the government’
appears, there are some very real underlying connotations involved in what is being said.
To appreciate this one merely needs to consider the recent media coverage of the latest
teachers strike in order to empirically evaluate the opinions of both the government and
the public about their views and values of teaching and more specifically teachers (Batho,
1989). What I can take from that as a PCET teacher is a very well informed sense of what
kind of “profession” it is which I am trying to ‘buy into’ with my newly acquired QTLS status,
and the potential challenges which I may face.

As I will later explore in more depth, as far as my own personal views on PCET
professionalism go, the government do have a lot to answer for in relation not only to
dynamics within quality assurance but also for the societal image that is bestowed on the
teaching profession. By no means do I intend to portray teachers as martyrs, nor am I

4
saying that the teaching vocation should not be without its challenges – what I would put
forward though is the notion that PCET teaching (like other professions) should have the
opportunity to be far more independently governed by specialists within their area and just
as equally financially supported in the same way as peer education sectors.

Would this improve societal values in relation to Post Compulsory Education and Training?
Who knows? – Valid empiricism cannot exist without a tested hypothesis, but what it may
prevent during this time of “re-professionalization” is the teaching profession falling into the
same pit falls, like the more traditional professions have:

“…We’re seeing effectively the de-

skilling of the professions, so their power is I think ebbing away…”

“… But why should we, the general public, care? Maybe we should be
celebrating - far more people can now afford legal services,
downloading wills and letters from the internet instead of going to at
lawyer. ”
Wolf et al (2008)

The above quote is the epitome of my whole argument, the only difference being that the
PCET sector has already witnessed the effects of de-skilling during the “Incorporation of
Further Education colleges” in 1993 when full time lecturing posts of qualified teachers
were replaced with part time contractors who didn’t necessarily have a teaching
qualification, all in the name of running a more economic, efficient, business like
institution. Taking this a step further, the ‘power that is ebbing away’ in this instance refers
to a multitude of dynamic factors: The most profound one I feel, refers to the fact that
fifteen years after this incorporation, the PCET sector still has newly qualified and training
teachers who are learning the profession based on seminal texts which are (at best)
twenty years out of date.

A potential suggestion for the reason for this may be that current ‘experienced’
practitioners do not have the time, resources, motivation/inclination to carry out
educational research (to update teaching practice) because they have to be so caught up
with bureaucratic processors to ensure their job security, accountability and their
maintained teaching standards. It is for this very reason that Wolf, (2008) and others like
5
her disgust me when a comment like “But why should we, the general public care?” is
made, because (with the greatest of respect) is it – like other professions, the general
public who are in up roar at the slightest negative connotation over anything, but make no
comment regarding any achievement or genuine positive development (Chitty, 2004).

PROFESSIONALISM IN RELATION TO THE CURRENT ROLE OF A TEACHER

WORKING IN THE PCET SECTOR

I find it an interesting paradigm that when one carries out a general literary search on the
term ‘professionalism’ a healthy majority of search results come back in reference to
business. This, I have discovered is not too far from the truth when discussing the concept
in terms of the current role of a teacher working in the PCET sector. As I have already
begun to introduce – and will go into more depth later, this is a rather problematic paradox,
which will become more clear now as I define and highlight some of the notions around
this subject (Curzon, 1997):

Firstly, the differences between teaching being a profession and behaving as a

professional are almost exclusive concepts. To be professional solely refers to one’s work
ethic: – how one presents their attire, the decorum of which interpersonal skills are
communicated, the way which one conducts them selves while carrying out the duties of
their work, the list is endless. The thing to note here is that professional behaviour is not a
generic term, it is something that is very specific to the working environment in which it is
exposed to. For example a lawyer, baker, nurse, refuse disposal worker and a teacher can
all display professional traits although the traits that the refuse disposal worker would be
required to display are very different to those of the lawyer for instance.

Belonging to a profession on the other hand is something very different. Where the lawyer
and teacher may belong to a profession, the refuse disposal worker and baker more than
likely will not. This is due to the nature upon which a profession is defined. In generic
terms a profession refers to a line of work that requires an exclusive set of skills which are
acquired through both undergraduate and post graduate academic study. Another
predominant feature of a profession is that the line of work adheres to the rules and
regulations of a specific independent governing body of which one is required to be a
member of to gain ‘professional’ status. A final point to make is that these independent

6
governing bodies more often than not require their members to either subscribe to a
Hippocratic Oath or at the very least a detailed documentation of ‘codes of ethics’
(McCulloch, et al 2000).

PCET teaching has (in the majority) always encompassed the essence of both
‘professionalism’ and ‘profession’ in its practice and this is predominantly due to its
infrastructure of managerial systems throughout its institutions. ‘Accountability’,
‘standards’ (Brynin, 1993) and ‘centralised control’ are all key buzz words which contribute
to the development and formation of the fore mentioned managerial systems. It is these
very systems which one experiences in action when you come into contact with ‘Self
Assessment Reports,’ ‘Lifelong Learning UK standards’ and Learning Skills Council
requirements (Argyris, 1999). If one takes a specific critical look at the function of LLUK for
instance, one might ask the question; “What is the purpose of education and training in the
learning and skills sector? Is it all about the training of people for the work place or are
their other priorities as well?” Thinking outside the box, these managerial systems do not
exclusively refer to all issues that are educational. In this business like environment which
PCET teacher are exposed to one can not afford to disregard the dynamic that
stakeholders have with PCET education and the “considerable influence” which they
have on the whole process (Tummons, 2007). With this in mind it would be a natural
progression to suggest that professionalism is influenced by managerial systems as a
result of this (Lawton, 1996).

In an ideal world, professionalism within PCET teaching should evolve around New
Labour’s idea of “Post-Fordist Practice” (Hodgson & Spours,1999): This being the notion of
a total reform in the way education is structured in the PCET sector to encompass (not
exclusively) an autonomous work ethic between teaching peers where a free flow of ideas
and concepts are openly welcomed irrespective of hierarchical standing within any given
institution. Post-Fordism as a theory is the ultimate answer to a large majority of the
fundamental flaws within the sector to date. But, as with most ideological ideas the
question needs to be asked; does Post-Fordest practice exist? Avis, (2007) provides a
very apt historical and current account of both Fordist and Post-Fordist practices with in
education and acknowledges that both do coincide with each other in different forms in the
current standing of the profession to date. What he shies away from though is providing a
definitive conclusion as to whether or not Post-Fordist practice is sufficiently enough in

7
operation not just for learners but also for the teacher who are delivering the learning. For
what it is worth, in my opinion I would suggest that Post-Fordist practice is by no means
coming close to being as effective as it should be as (from my experience) PCET teachers
are still being required to operate under (in bureaucratic terms) a Fordist raceme.

APPLICATION OF MODELS OF REFLECTIVE PRACTICE ANALYSING LEARNING ON

THE COURSE

As I near the end of the PGCE (PCET) training course I have (ironically) spent countless
amounts of hours reflecting on the whole purpose and process of reflective practice. When
I regress back to the start of the course in September I am reminded of the arduous
groans of fatigue and frustration at the thought of having to spend yet another eight
months “reflecting in and on action” (Schon, 1991). But as we entered the New Year and
the hand in date for DFN2220 (WBE 1) drew closer, I began to appreciate the value of
reflective seminal texts such as De Bono, (1990). Now as the hand in date for DHN5120
(WBE 2) is only weeks away, I find that my internal process and opinion of “reflection set in
theory” has gone full circle in the sense that after taking on board, assimilating and
digesting these “new” models of reflective practice I ask myself the question what is the
point? It is a valid fact that both seminal and peripheral texts highlight the importance of
reflective practice in relation to professionalism in teaching (Kyriacou, 1998), but none of
my reading to date offers a tangible explanation as to why reflection should be set in
theory.

Taking a more optimistic view point, the following is a selection of peripheral texts which I
have read through and considered during my own reflective practice and learning
throughout the course: The start of my ‘alternative’ journey of reflective practice begins
with Ghaye & Ghaye’s, (1998) “Reflections on Practice: Valued Outcomes” (appendix
one), this for me is a very simple but just as effective model of reflection as its vagueness
and simplicity does not restrict its application. I say this with specific reference to how the
book contextualises the four concepts presented in the theory;

‘Learning to see things from the learner’s point of view’ (reflection on context) – This
is a concept which I can relate to very strongly throughout all three of my work placements
but with specific reference to my current placement working with mature students in an

8
Adult Community Learning environment. There are two strongly related predominant
dynamics which highlighted for me the importance of seeing things from the learners view
point; the first being the age (in relation to generation culture) differential and the second
being the subject being studied/taught. Information Communication Technology is in
context a fairly new concept of which the 14-19 year old learner has been (like myself)
immersed with throughout there educational experience, the major learning curve for me
here was to try and understand where someone from outside this culture was coming
from, how they were feeling about this new concept and how to communicate these new
ideas effectively. When relating this to professionalism, Hayes, (2001) not only comments
on reflection/evaluation herself but goes onto identify other relevant key points such as
‘patterns of interaction,’ ‘feedback and correction,’ and ‘the teachers’ role within the
classroom’ which are all valid points for consideration when discussing both
professionalism and reflection.

‘Acknowledging that learners have clear view points about what is a “good”
teacher’ (reflection on values) – Within every class that I have taught to date I have
experienced some form of direct or indirect feedback as to the views of my learners about
their learning experience and opinion of me as a teacher. The progressive development
which I have made during the last eight months is the ability to refine and attune my
diagnostic ability of classroom dynamics to rectify problems early and improve the learning
experience. This has predominantly been done by opening up and promoting Socratic
discussion with my learners as suggested by Appleby, (2007).

‘Appreciating that I often say one thing and do something else’ (reflection on practice)
– The key word which springs to mind in this instance is discernment. This is not only a
key quality when working towards developing a professional work ethic, but it is also a
useful tool when reflecting on practice both inside and outside of the classroom. Johns,
(2006) refers to this as ‘practical wisdom,’ and describes it as “…the way the practitioner
grasps, interprets, envisages what is to be achieved…” Although the original context is set
within the nursing profession, the ideology of the text has very transferable qualities to the
teaching environment if the understanding that each teaching day, class and student is
independently unique of the other. Volumes could be wrote on the similarities and
differences between a lesson plan and the actual lesson but as I have progressively
learned during the course, it would all be a pointless waste of time if two simple questions

9
were not answered; Did it work?... Why?

‘Being comfortable with different opinions about my lessons’ (reflection on

improvement) – This for me epitomises the whole purpose and intent of a lesson
observation. Not only do lesson observations maintain and standardise levels of
professionalism, but a good observer can make an effective contribution to aiding
appropriate and specific reflection, converting a good teacher into an outstanding teacher.
I say this from first hand experience of having had both good and bad experiences of
lesson observations. This is by no means an egotistic self proclamation that I am an
outstanding teacher, merely an acknowledgement of the difference and effectiveness
between a good and bad observation. Jasper, (2003) not only provides several alternative
frameworks for reflective practice but dedicates a whole chapter of her book to offering
‘ways of reflecting with others.’

With all this in mind, does the idea of setting reflective practice in theory seem a little too
Dickensian considering the fact that we supposedly live in a (post) Post-Modern society?
Even if macro-sociological dynamics are excluded from this debate, one can not help but
question the value of reflective practice being set in theory. If this argument were to be
taken a step further, surely the idea of setting reflection to theory renders the whole
purpose of the process ineffective. As one strives to adapt/adjust a given “critical incident”
from the classroom to fit into a specific model of reflection they are immediately not only
causing a severe injustice to the actual incident but as a result they are reflecting on a
modified version of events, and it is this which makes the reflection pointless.

CRITICAL EVALUATION OF QUALITY ASSURANCE IN THE PCET SECTOR ON A

NATIONAL LEVEL

“…Everything will be alright if the politicians keep out of the issue…”

Jennings, (1977) pg5

For me the process and ideology of quality assurance in the PCET sector is almost
oxymoronic, particularly on a national scale. Even prior to the semi-privatisation of the
PCET sector in 1993, Apple, (1989) ask the question; “who benefits?” If one even takes a
superficial look at educational politics throughout history they would find countless

10
contradictions in the “developmental contributions” different political parties and governing
bodies have made to the educational institution over the years (Dale, 1989). Prior to 1993
the prime example of this can be found in the “From Butler to Baker” report (BBC2, 1994)
where the political ideology of education went full circle back to where it started fifty years
previous all be it re-branded under a “new” initiative and bank of terminology.

So from these mistakes, pitfalls and cycles of fashion, what has been learned about quality
assurance over the last twenty years up to present date? In a cynical nutshell, very little –
in fact the PCET sector has more governing bodies now than ever to adhere to and
comply with; the Learning Skills Council, Lifelong Learning UK, OfSTED, and the Institute
for Learning are but to name just a few. It is this dynamic for me which gives “quality
assurance” (on a national scale) its oxymoronic qualities, as every piece of paperwork/
bureaucratic red tape and political hoop that PCET lecturers have to jump through, takes
time and resources away from the quality in delivery of education which is being
monitored. The following is a systematic critique of the pre-mentioned governing bodies:

Even prior to the formation of the Learning Skills Council, Ranson, (1992) poses the
question “Is the Local Education Authority really necessary?” Although this is more of a
question of local rather than national education politics and quality assurance, the 2008
counterpart of the LEA in the PCET sector (the LSC), could be asked a very similar
question. This view point is epitomised in the report by the Learning Skills Council (2008)
in the way that the predominant constitution of the text is an egocentric account of how to
produce “value-added” learning (Scott, & Morrison, 2006). Actually, to say that it gives an
account of how to produce anything is in fact being quite generous, the reality of this
document is that it gives no direction what so ever on how to produce results, its primary
motive is revolved around setting targets for results. The ultimate entrapment being that it
is the LSC who hold the purse strings in the majority of post-compulsory education and
training.

Lifelong Learning UK (LLUK) – the ‘independent employer-led sector skills council’ that is
responsible for regulating quality assurance of PCET training. The first point to comment
on is the potential dynamic connotations which may be implemented by the logo at the
bottom right hand corner of their website “skills for business”
(http://www.lifelonglearninguk.org). There are two angles this can be approached from;

11
business verses education ‘quality assurance’ and business verses education
‘professionalism.’ In a succinct amalgamation of the two concepts, one may pose the
question how business and education can ever successfully coincide, but in the current
state of the PCET sector unfortunately they do. With that debate aside, there are two
potential positives which can be drawn from the work of LLUK – their attempts to “re-
professionalize” teaching within the PCET sector by standardising teaching qualifications,
and by collaboratively working with the Training and Development Agency (TDA) to
produce 14-19 Diplomas (Kelly, 2005). At present neither of these have been operational
long enough to test their validity or reliability so an objective critique can not be made, only
time will tell if these initiatives are effective or not.

The Office for Standards in Education (OfSTED) is possibly one of the very few success
stories in relation to quality assurance in teaching on a national scale, although it has not
been without its failings and flaws. The initial idea of teaching standards being observed by
an external body was most certainly (in essence) a very good idea, unfortunately like most
good ideas the theory did not initially fit into practice. The predominant reason for this was
that educational institutions were given as much as twelve months warning prior to their
inspection. This was a major problem as it fundamentally defied the whole purpose of an
inspection i.e. complacency in teaching had the opportunity to ‘slip through the net.’ This
was just as problematic for teachers who consistently employed a good work ethic as it
caused high levels of stress and anxiety. Fortunately this is beginning to become resolved
as prior warning times of inspection are being reduced and OfSTED inspectors are
beginning to shift their focus from ‘product of learning’ to ‘process of learning’ within
observations. A final point to comment on is the way in which OfSTED inspections are to
be carried out for Initial Teacher Training providers, in the sense that they will assess ITT
at all levels (primary, secondary and PCET) in one inspection rather than separate ones as
in the past (OfSTED, 2003).

The Institute for Learning (IfL) – PCET counterpart to the General Teaching Council (GTC),
has yet to fully reveal the true direction which it is taking in its contribution to quality
assurance and improvement in raising professionalism within PCET teaching. In the first
instance it appears to be making very valuable contributions to the cause by devising and
introducing a ‘code of ethics’ by which all IfL members must adhere to, but taking a
cautious view of the IfL, its latest Compact Disc publication “REfLECTIONS” almost seems

12
to take an Orwellian (Orwell, 1949) stance on Continuing Professional Development.

In my opinion the structural methodology of Thomas’, (1992) book may go a long way to
rectifying the critical condition which both pre and post compulsory education is in. Firstly
this refers to the paradoxical nature of the title of his book; “Education’s Role in National
Development Plans,” for the paradox to be resolved and the issues in the PCET sector to
be rectified the nouns in this book title need to be appropriately contextualised and
prioritised. Secondly, what makes this book so significant for me is how it may
inadvertently have a contributing factor to the solution, in the way that it does not limit its
self solely to one cultural ‘frame of reference’ but a selection of ten countries/cultures from
all over the globe. Finally not only will global considerations in frame of reference aid
issues in national quality assurance, but it will also help to assist the debate of what a
semi-profession/profession is and why.

REVIEW OF APPROPRIATE OPPERTUNITIES FOR PERSONAL & PROFESSIONAL

DEVELOPMENT

In relation to the above, personal and professional opportunities for development have
manifested them selves in both overt and covert forms. Firstly in an overt/formal context,
the seminar workshop event days which were held at the University in both November
2007 and February 2008 were a prime opportunity to consolidate and progress personal
and professional development. I say this in reference to the creativity, innovation and
stress management lectures which I attended over the two events. From my predisposed
experience in these areas taken from my undergraduate degree in counselling studies, I
was given the opportunity to re-apply my previous learning and re-contextualise it to the
teaching arena. The main things which I took from this are the knowledge and understand
of the parallels between counselling and teaching in the sense of developing the
discernment to distinguish between the two and appropriately apply new and old skills to
aid my progression and development as a teacher.

In a less formal and covert instance, personal and professional development to me also
refers to the excellent working relationship which I have with my current mentor(s). This for
me is the essence of what makes or breaks a PCET trainee teacher, as the actions and
practices of the mentor sculpt (directly and/or indirectly) the actions and formation of the

13
new trainee. This has been most apparent in recent months as (for a multitude of reasons)
I feel as though I have holistically developed as a teacher and a person over this time
more so that the rest of the course combined which again (for me) empirically epitomises
my point.

As I look back over my Personal and Profession Development portfolio I reflect in hindsight
not only at my skills audit and acquisition of new skills, but at my lesson observations (and
even further) lesson planning techniques. While I do this I am surprised if not amazed at
the development and progression which I have made. This can almost exclusively be
ascribed to the actions plans which I was required to devise and implement during the
course and the support and guidance for academic and domestic sources which I have
received.

Looking to the future I feel that there still remains an air of indecision/uncertainty as to
where opportunities for personal and professional development may arise. If you were to
ask me that question three months ago (due to experiential circumstances) I feel that I
would almost certainly profess that they would not be within the teaching area, but now I
feel torn between two vocations which are very close to my heart; counselling and
teaching. Both are feasible options as a joint effort or as exclusive ventures, my instinctual
reaction would be to say that the option of further post graduate study will not only retain
and sustain my professional development, but will also be the decisive factor in my
personal development.

14
Appendices

Appendix One: Reflections-On-Practice Valued Outcomes

Reflection Reflection
On On
Content Values

That
Led
To

Reflection Reflection
On On
Improvement Practice

15
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Reflective Practice,” Teachers College Press, New York, London

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16
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