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Our Research Catalogue contains grants and outputs data up until April/May 2014.

Transforming Learning Cultures in Further Education

Grant reference: L139251025

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Conference paper/presentation details

TLRP: Hearts and minds: learning the culture of a caring vocation
Transforming Learning Cultures in Further Education (TLC-FE) is the largest ever research project in FE. It was described in detail in College Researcher last year (Gleeson, 2001), and in the project’s first national briefing, which is also available at this conference. In brief, the 4-year longitudinal research comprises a partnership between 4 universities with 4 twinned FE colleges in Bristol, Exeter, Leeds and Warwick. 4 tutors from each college are active partners in the research, which is linked to one of their ‘learning sites’ (these may be constituted by a course, but in some cases represent less traditional forms of delivery), making a total of 16 sites echoing at least some of the diversity of FE provision. The project is studying teaching and learning in authentic settings, rather than as abstract technical processes. It engages with the complexity of relationships between teachers, learners and learning in a range of contexts within and outside the college environment. The aims are to identify the nature of learning cultures, aspects of those cultures that might be amenable to change, and to implement and evaluate how such changes may improve teaching and learning. The project is still in its early stages, in which we are trying to develop rich descriptions of the learning sites. As yet, although change is a constant fact of life in FE, our participating tutors have not begun to instigate their own planned transformations. Our job so far has been to develop deep and shared understandings of the culture of each site, in order to provide a sound basis for future changes. This paper presents a case study of just one of the 16 sites, the CACHE Diploma, a two-year, full-time, advanced level vocational course in nursery nursing. The location and names of individuals have been anonymised to protect confidentiality.
Original Document

Primary contributor

Author H Colley

Additional details

No