Reflections and experiences of further education research in practice

Abstract

This article focuses on the limitations and possibilities of teaching as a research-based activity in the current context of further education (FE) practice. The article argues that research can deliver real improvements in the quality of teaching and learning in further education. To enable this improvement to take place, the article suggests that colleges will need a cultural shift in how they perceive research and build research capacity. It is argued that the technical/rational approaches to improving teaching and learning that currently pervade FE policy and practice limit the transformative potential of research. A much more unique and situated approach to research-based practice is required. The article argues that the current ‘audit culture’ of FE, whilst increasing accountability and control, does little to improve teaching and learning on the ground. A more active engagement in research by teachers will lead to improved learning cultures that will enable colleges to reach their stated aims and objectives. In moving towards achieving this two issues are important. First, there is a need to centrally address the deficit view of the FE practitioner, and to recognize the unique place of teachers to improve teaching and learning. Secondly, there is a need to raise the public level of such debate, by including examples of how to improve teaching and learning in FE through research. This article, based on the experiences of F/HE research practitioners working together, provides one such illustrative example of what may be achieved.