This discussion paper aims to stimulate debate, and maybe research, into the pivotal role of managers in securing high quality teacher development within the Further Education System. The quality of teacher education, initial and continuing, has an obvious impact on the confidence and competence of teachers and therefore on the quality of teaching & learning. Teacher education, however, needs to be more embedded or ‘situated’, focusing on real issues in real-time and often with the support of colleagues. This cannot be the sole responsibility of teacher educators and will require the commitment and active engagement of the whole organisation that employs the teacher/trainee. Teachers and their managers will need to embrace models of professional development that are practice-led rather than syllabus or programme-led, actively seeking out and promoting such opportunities. This would constitute a fairly radical change in both the thinking and practice of managers within the Further Education System. Without such a change, however, real improvements in teaching and learning will be slow and hard-won.
How to Cite
Grayling, I., (2009) “Teacher education - a whole organisation approach”, Teaching in Lifelong Learning 1(1). doi: https://doi.org/10.5920/till.2009.115