Teaching and Training in Post-compulsory Education

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

• ISBN13: 9780335222674
• ISBN10: 0335222676
• Edition: 3rd
• Format: Paperback
• Copyright: 2007-12-01
• Publisher: Open University Press

Summary

Review of the second edition:"... clearly written, well organised, easy to use, practical and accessible for both new and continuing teachers." The LecturerThe third edition of this bestselling text examines the breadth of post-compulsory education (PCE) from Adult and Further Education through to training in private and public industry and commerce. Revised and updated throughout to include recent initiatives and developments in the field, it is the definitive textbook on learning, teaching, resources, course planning and assessment in all areas of PCE.The authors examine key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work. Popular features of the previous edition such as the chronology of PCE have been retained and fully updated.New features include: The new framework for teacher training, including the new Lifelong Learning UK professional standards, CPD provision, mentoring and subject coaching The revised 14-19 agenda and the developments involved, including specialised diplomas, functional skills, personalised learning and thinking skills, changes to GCSE and A Levels, work related learning Developments in information and learning technology, particularly electronic teaching and learning resources

Author Biography

Mandy Renwick is Lecturer in the School of Education at the University of Wales Institute, Cardiff, UK. Shirley Lawes is Subject Leader, Modern Foreign Languages, University of London, Institute of Education, UK. Janis Kent is Curriculum Manager for Professional Studies and Learning Resources, Orpington College, UK. Alan Hudson is Director, Leadership Programme for China, University of Oxford, UK. Dennis Hayes is Head of the Centre for Professional Learning, Canterbury Christ Church University, UK. Karen Flanagan is Senior Lecturer in Post-Compulsory Education, Canterbury Christ Church University, UK. Richard Dunnill is Head of Education, Institute for Education Policy Research, Staffordshire University, UK. Robin Bryant is Head of the Department of Crime and Policing Studies, Canterbury Christ Church University, UK. Andy Armitage is Head of the Department of Post-Compulsory Education, Canterbury Christ Church University, UK.

Table of Contents

Acknowledgements	p. vii
Abbreviations	p. viii
Introduction	p. 1
Working in post-compulsory education	p. 4
What is Chapter 1 about?	p. 4
Contested concepts of professionalism in PCE	p. 5
Three educational thinkers	p. 15
The 'triumph' of vocationalism	p. 22
The lifelong learning teacher: learning and developing	p. 33
What is Chapter 2 about?	p. 33
Teacher learning and development	p. 34
Continuing professional development	p. 36
Initiatives supporting CPD	p. 37
Strategies for CPD	p. 41
Student learning in post-compulsory education	p. 60
What is Chapter 3 about?	p. 60
Factors affecting student learning	p. 61
Learning theories	p. 71
Effective learning	p. 77
Learner autonomy	p. 82
Teaching and the management of learning	p. 88
What is Chapter 4 about?	p. 88
The planning process	p. 89
Managing the learning environment	p. 98
Resources for teaching and learning	p. 108
What is Chapter 5 about?	p. 108
What is a learning resource?	p. 109
The effective use of learning resources	p. 111
The organization of learning resources	p. 113
Audio-visual learning resources	p. 114
IT learning resources	p. 121
The production of learning resources	p. 132
Open and flexible learning	p. 133
Assessment	p. 143
What is Chapter 6 about?	p. 143
Assessment: ourselves and our students	p. 144
Referencing	p. 147
Assessment techniques	p. 149
Evidence-based assessment	p. 152
Assessment for learning	p. 164
Reviewing, recording and reporting achievement	p. 167
Exploring the curriculum	p. 178
What is Chapter 7 about?	p. 178
What is the curriculum?	p. 178
What are the key features of our courses?	p. 184
What ideologies (values, assumptions and purposes) underpin our courses?	p. 190
The 14-19 reforms	p. 195
Where do you stand so far?	p. 206
Course design, development and evaluation	p. 211
What is Chapter 8 about?	p. 211
Designing and developing your course	p. 211
Evaluating your course	p. 224
Scrutinizing your course	p. 230
Developments in post-compulsory education	p. 242
What is Chapter 9 about?	p. 242
The purpose of the chronology	p. 244
A chronology of post-compulsory education	p. 245
A note on comparative chronologies	p. 269
Bibliography	p. 274
Index	p. 287
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