‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England
(2016)
Journal Article
During the last two decades, a number of successive policy initiatives have attempted to professionalise the further education sector in England: professional qualifications have been rewritten, made compulsory and then returned to voluntary status;... Read More about ‘Very positive’ or ‘vague and detached’? Unpacking ambiguities in further education teachers’ responses to professional standards in England.