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The diversity of Adult and Community Learning (ACL) provision and the particular nature of its workforce are important elements in any deliberation around the planning, access to and take-up of professional development of ACL teaching staff. One of the key goals of the LONCETT (London Centre for Excellence in Teacher Training) ACL project has been to present evidence-based ways forward in relation to the Initial Teacher Training (ITT) and Continuing Professional Development (CPD) needs of tutors. The LONCETT research has been conceived as an opportunity to record the perspectives of key players in the professional development of ACL tutors. This paper identifies the key barriers to professionalising staff in this part of the Learning and Skills Sector (LSS). It explores the potential of collaborative approaches between teacher training providers and learning providers to ensure appropriate and accessible professional development for the sector’s workforce.

This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn "to become" teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.

Purpose: The purpose of this paper is to address a gap in the comparative research literature on vocational education and training (VET) and skill formation systems. It examines the impact of international technical standardisation and regulation on the design, organisation and delivery of apprenticeships in the aeronautical and aerospace sectors in England and Germany. Design/methodology/approach: The research design was informed by insights from economics, workplace and work-based learning and comparative education. Academic experts in the fields of aerospace and aeronautical standardisation and regulation, VET, human resource development and business organisation were consulted. The generic occupation of "aircraft mechanic" was selected as being the closest match for comparison. Interviews and non-participant observation in workplaces and training centres were carried out involving three companies in England and four in Germany. Findings: Findings show that there is considerable convergence across the pedagogical approaches to apprenticeships in England and Germany related to fostering the capacity to take responsibility for the quality of one's work, to work in and lead teams, and to respond to and work with customers. Increasing international regulation and technical standardisation underpins a shared language about learning through practice in technologically advanced workplaces. Originality/value: This paper is original because it turns the lens of inquiry to workplace processes to reveal the level of convergence in training philosophies and practices in an internationally highly regulated sector. It shows how international technical standardisation and regulation is leading to pedagogical innovation. The findings have implications for VET and apprenticeship policy at the national and international level.

Taking the distinction between the Institution of Apprenticeship, that is, the social partnership arrangements which underpin its organisation, and Apprenticeship as a Social Model of Learning, in other words, the configuration of pedagogic and occupational etc. dimensions which constitute the model, as its starting point the paper: (i) argues the emergence of de-centred, distributed and discontinuous conditions associated with project-work present challenges for extant ideas about apprenticeship as a social model of learning; (ii) explores this claim in relation to Fuller and Unwin's four inter-connected dimensions of apprenticeship as a social model of learning by considering a case study of apprenticeship designed to prepare apprentices to work in the above conditions; (iii) relates issues arising from the case study to research on project work from the fields of Organisational and Cultural Studies; and (iv) based on this evidence base introduces a typology of "Apprenticeship for Liquid Life."

An apprenticeship in media production in England is at the centre of this case study exploration. The context is exemplified by the organisation of the process of production around project teams and the development of project-based working cultures. Given these developments, the working conditions and learning opportunities presented to apprentices can be characterised as de-centred and distributed. This contrasts with the characterisation of apprentices' learning as novices who develop expertise in stable, well-bounded vocational communities. Through an analysis of young apprentices' journeys, we argue that despite the challenges presented, the case study exemplifies the extent to which the apprenticeship is capable of innovation in project working as opposed to full employment conditions. Through its focus on media apprentices' journeys, this paper makes visible the specific experience of learning in project working, distributed and de-centred working conditions. We conclude by referring to an ideal typical conception of the model of learning underpinning the apprenticeship which may be useful as an heuristic tool for others involved in designing and/or researching apprenticeships in project working conditions.

This article is set in the context of debates concerning widening participation, academic writing and professional development for post-compulsory practitioners. It reports findings of a case study into the experiences and perceptions of mature post-compulsory practitioners who have undertaken a module on a part-time professional MA programme designed to facilitate academic writing. Semi-structured interviews explore participants' experiences and perceptions of their journey towards a personal understanding of the requirements of academic engagement. The interviews suggest that experiences on the module had both personal and professional outcomes. At a personal level, participants' developing confidence in understanding the requirements of academic engagement was apparent. At a professional level, the direct transfer of learning to the participants' professional context--particularly in relation to marking students' work and giving feedback--was significant and professionally empowering. The article concludes that there may be some potential in focusing on "knowledge of self" as learner as a key to practitioners' professional development. (Contains 1 table and 1 note.)