Teaching and Training in Post-Compulsory Education

by Armitage, Andy; Bryant, Robin; Dunnill, Richard; Hayes, Dennis; Hudson, Alan; Kent, Janis; Lawes, Shirley; Renwick, Mandy

• ISBN13: 9780335212736
• ISBN10: 0335212735
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-02-01
• Publisher: Open University Press

Summary

"This should be essential reading for anyone involved in the training and professional development of early years practitioners. The book features clear definitions, summary charts, case studies, reading lists and exercises. I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." Nursery World "sensibly structured and easily assimilated. The blueprint for each chapter is soon established: each has an introduction and tasks are planned coherently. Themes can be followed through and it is easy to make connections between topics in different chapters. ...This unpretentious book challenges myths about what good teaching is, suggests interpretations of the new learning age and where the myriad of purported support agencies are situated in it." Talisman, March 2004 "...clearly written, well organised, easy to use, practical and accessible for both new and continuing teachers." The Lecturer Teaching and Training in Post-Compulsory Education is the definitive textbook on learning, teaching, resources, assessment and course planning in all areas of post-compulsory education. This new edition has been thoroughly revised and updated to include recent initiatives and developments in PCE including: The growth of vocationalism in education Curriculum 2000 New curricula in nurse training and police training Foundation degrees The Learning and Skills Councils Appropriate FENTO standards are detailed in each chapter The authors examine key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, discussion and examples of student work. Popular features of the previous edition such as the chronology of PCE have been retained and fully updated. The book examines the breadth of post-compulsory education from A-level, Further Education and vocational colleges through to private and public industry and commerce training. Designed primarily for use on the Certificate in Education (Post-Compulsory), the book is also used widely on training courses including the Postgraduate Certificate in Education, City & Guilds Further and Adult Education Teachers Certificate. It is key reading for students at all levels who are training to teach in post-compulsory education, teachers educators and trainers from industry and commerce.

Author Biography

Andy Armitage, Robin Bryant, Richard Dunnill, Mandy Renwick and Dennis Hayes are at the Department of Post-Compulsory Education, Canterbury Christ Church University College. Alan Hudson is Director of Studies in Social and Political Science, Department for Continuing Education, University of Oxford. Shirley Lawes is an education consultant and researcher associated with the University of London, Institute of Education. Janis Kent is Curriculum Manager for Professional Studies and Learning Resources at Orpington College.

Table of Contents

Acknowledgements	viii
Abbreviations	x
Introduction	1	(3)
Working in post-compulsory education	4	(29)
What is Chapter 1 about?	4	(1)
Contested concepts of professionalism in PCE	5	(10)
Three educational thinkers	15	(8)
The 'triumph' of vocationalism	23	(10)
The post-compulsory teacher: learning and developing	33	(27)
What is Chapter 2 about?	33	(1)
Teacher learning and development	34	(2)
Continuing professional development	36	(2)
Initiatives supporting CPD	38	(3)
Strategies for CPD	41	(19)
Student learning in post-compulsory education	60	(31)
What is Chapter 3 about?	60	(1)
Factors affecting student learning	61	(12)
Learning theories	73	(7)
Effective learning	80	(6)
Learner autonomy	86	(5)
Teaching and the management of learning	91	(26)
What is Chapter 4 about?	91	(1)
Approaches to teaching	92	(4)
Management of learning groups	96	(5)
Challenging behaviour	101	(3)
The role of the tutor	104	(7)
Managing the learning environment	111	(6)
Resources for teaching and learning	117	(36)
What is Chapter 5 about?	117	(1)
What is a learning resource?	118	(3)
The effective use of learning resources	121	(1)
The organization of learning resources	122	(1)
Audio-visual learning resources	123	(7)
IT learning resources	130	(10)
The production of learning resources	140	(4)
Open and flexible learning	144	(9)
Assessment	153	(39)
What is Chapter 6 about?	153	(1)
Assessment: ourselves and our students	154	(4)
Referencing	158	(2)
Assessment techniques	160	(3)
Evidence-based assessment	163	(23)
Reviewing, recording and reporting achievement	186	(6)
Exploring the curriculum	192	(25)
What is Chapter 7 about?	192	(1)
What is the curriculum?	193	(6)
What are the key features of our courses?	199	(6)
What ideologies (values, assumptions and purposes) underpin our courses?	205	(6)
The Curriculum 2000 reforms	211	(3)
Where do you stand so far?	214	(3)
Course design, development and evaluation	217	(32)
What is Chapter 8 about?	217	(1)
Designing and developing your course	218	(12)
Evaluating your course	230	(8)
Scrutinizing your course	238	(11)
Developments in post-compulsory education	249	(34)
What is Chapter 9 about?	249	(3)
The purpose of the chronology	252	(1)
A chronology of post-compulsory education	253	(23)
A comparative chronology: the USA	276	(1)
A chronology of vocational education in the USA	277	(6)
Bibliography	283	(10)
Index	293