Go to the Students section
Go to the Staff section
Go to the Alumni section
Go to the Study here section
Go to the International section
Go to the About section
Go to the Research section
Go to the Business and Employers section
Go to the Support us section
Sue Clayton Thames Valley University
Neill Thew Sussex University
Tuesday 4 September 2007, 16.00-17.00
Themes: Widening participation, Better practitioners, Better understanding of the discipline
Improving student learning for Widening Participation often refers to addressing the needs of non traditional students, in order to increase access to, and progression within Higher Education, and thus increased life chances in the global economy.
However, very little attention has been paid to the needs of non traditional tutors - particularly professional practitioners in the creative arts, who themselves often have a non traditional educational background. On confronting their student's and their own learning simultaneously, and for the first time, this group of professional learners raise interesting challenges for evidencing the published professional standards of academic practice, the nature of student learning in the expressive arts, and the accepted modes of teaching, learning and assessment in teacher training programmes.
This paper presents a case study of delivering teacher training ( PGCertHE) to a cohort of part time tutors - working professional rock musicians - employed in a prestigious 'rock school', the Brighton Institute of Modern Music.
In examining the pedagogical aspects of the increasing interaction and collaboration that is taking place between higher education and working life Päivi Tynjälä, Jussi Välimaa, and Anneli Sarja (Institute for Educational Research, University of Jyväskylä, Finland) conclude that the relationship between H.E. and working life should be appraised (1) from the viewpoint of student learning and the development of expertise, (2) from the view point of educational institutions and staff, (3) from the viewpoint of working life organisations and employers, and (4) from the viewpoint of society and the system of education.
In re-conceptualising the PGCertHE in this context, Clayton and Thew draw also on Engestrom’s work on Activity Theory and notions of ‘expansive learning’ to focus on five aspects in particular: