Sustainable models of teacher learning in FE

Reimagining teacher learning that empowers and is empowering Teacher learning in FE is often based on a reductive and deficit model whereby the programme mandated is hierarchic, generic and requires compulsory attendance. Practitioner research capacity building offers a very different approach for teacher learning; it has the potential to shift teachers from passive receivers of knowledge to the generators of knowledge. Another key theme for teacher learning in FE includes creating 'real' and 'virtual' critical dialogic spaces both within and out of teaching institutions for sharing and generating meaningful knowledge.