期刊名称：Teaching in Lifelong Learning: A Journal to Inform and Improve Practice
印刷版ISSN：2040-0993
电子版ISSN：2049-4181
出版年度：2009
卷号：1
期号：2
页码：1-5
DOI：10.5920/till.2009.1254
出版社：University of Huddersfield Press
摘要：The Statutory Instrument of September 2007 approved as part of the regulatory powers of the Education Act (DfES, 2002) established regulations for a minimum undertaking of 30 hours’ Continuing Professional Development (CPD) for all teaching staff on a year-on-year basis. Seen as part of the professionalisation agenda for the Further Education (FE) sector, this regulation has placed additional responsibilities on the role of Middle Managers. Here we report on a small-scale research project based in one College of Further Education which set out to explore and better understand the role of Middle Managers in supporting the professionalisation agenda. The study determined to explore how Middle Managers, defined as those with operational rather than strategic roles, were supporting their colleagues whilst also trying to secure time for their own Continuing Professional Development (CPD). The impact of the IfL’s approach to dual professionalism is also explored.
