The power of knowledge to make a difference An exploration of the value and impact of theoretical knowledge for the professional and personal development of teachers in a further education college.
Year: 2026
Type: preprint
Abstract: This hybrid, small-scale, qualitative study took place in a medium-sized further education college during COVID-19 regulations and consists of both digital and face-to-face data collection. The study examines teaching practitioners’ perceptions of the importance of theoretical knowledge for their teaching practice, personal and professional development, and their navigation of a culture of compliance and performativity. Eighteen digital and face-to-face semi-structured interviews were conducted with further education practitioners. Data was analysed using grounded theory method. There was an overarching finding that a classification system could be developed, placing informants on a continuum in relation to their perception of the value of theory, its relationship to practice, and their response to the culture of compliance. For a small number of participants from non-traditional backgrounds, the study of theoretical knowledge on ITE could be a life-changing experience. Most participants were positive about theoretical knowledge, did not see their practice as concept-free, and identified as creative, learner focused practitioners. The key recommendation for the initial teacher education of further education practitioners is that theoretical knowledge should be retained and strengthened but include a more wide-ranging exploration of the theory/practice relationship.
Source: SocArXiv (OSF Preprints)
Author: Helen Rivron
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7225467198