The power of credit in securing professional teacher status for teaching assistants and early years’ practitioners

Article


Miller, R. 2017. The power of credit in securing professional teacher status for teaching assistants and early years’ practitioners. Widening Participation and Lifelong Learning. 19 (3), pp. 31-41. https://doi.org/10.5456/WPLL.19.3.31
TypeArticle
TitleThe power of credit in securing professional teacher status for teaching assistants and early years’ practitioners
AuthorsMiller, R.
Abstract

This article presents innovative practice at Middlesex University London, around the recognition of prior learning (RPL) to develop professional progression opportunities for teaching assistants, unqualified teachers and early years practitioners. From the literature and student feedback, it is suggested that these practitioners have traditionally lacked professional status and found it difficult to access full time teacher training programmes. Flexible work-based degree pathways, based on RPL for general credit followed by work based projects, have been devised. Case studies on students who have successfully gone on to access professional teacher status are used to illustrate the pathway and the empowering effect of the process. Issues around the consistency of credit claims required for progression to post graduate teacher training programmes are discussed. The key conclusion is that clear guidance is needed on the structure and focus of RPL credit claims, to ensure successful professional progression.

Research GroupWork and Learning Research Centre
LanguageEnglish
PublisherOpen University Press
JournalWidening Participation and Lifelong Learning
ISSN1466-6529
Publication dates
Print01 Nov 2017
Publication process dates
Deposited08 Jul 2019
Accepted05 Sep 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

© Ruth Miller, 2017. The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning, Volume 19, Number 3, November 2017, pp. 31-41(11), https://doi.org/10.5456/WPLL.19.3.31

Digital Object Identifier (DOI)https://doi.org/10.5456/WPLL.19.3.31
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https://repository.mdx.ac.uk/item/885q0

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