9780335222674

Teaching and Training in Post-compulsory Education

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  • ISBN13:

    9780335222674

  • ISBN10:

    0335222676

  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2007-12-01
  • Publisher: Open University Press
  • View Upgraded Edition

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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

Acknowledgementsp. vii
Abbreviationsp. viii
Introductionp. 1
Working in post-compulsory educationp. 4
What is Chapter 1 about?p. 4
Contested concepts of professionalism in PCEp. 5
Three educational thinkersp. 15
The 'triumph' of vocationalismp. 22
The lifelong learning teacher: learning and developingp. 33
What is Chapter 2 about?p. 33
Teacher learning and developmentp. 34
Continuing professional developmentp. 36
Initiatives supporting CPDp. 37
Strategies for CPDp. 41
Student learning in post-compulsory educationp. 60
What is Chapter 3 about?p. 60
Factors affecting student learningp. 61
Learning theoriesp. 71
Effective learningp. 77
Learner autonomyp. 82
Teaching and the management of learningp. 88
What is Chapter 4 about?p. 88
The planning processp. 89
Managing the learning environmentp. 98
Resources for teaching and learningp. 108
What is Chapter 5 about?p. 108
What is a learning resource?p. 109
The effective use of learning resourcesp. 111
The organization of learning resourcesp. 113
Audio-visual learning resourcesp. 114
IT learning resourcesp. 121
The production of learning resourcesp. 132
Open and flexible learningp. 133
Assessmentp. 143
What is Chapter 6 about?p. 143
Assessment: ourselves and our studentsp. 144
Referencingp. 147
Assessment techniquesp. 149
Evidence-based assessmentp. 152
Assessment for learningp. 164
Reviewing, recording and reporting achievementp. 167
Exploring the curriculump. 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 reformsp. 195
Where do you stand so far?p. 206
Course design, development and evaluationp. 211
What is Chapter 8 about?p. 211
Designing and developing your coursep. 211
Evaluating your coursep. 224
Scrutinizing your coursep. 230
Developments in post-compulsory educationp. 242
What is Chapter 9 about?p. 242
The purpose of the chronologyp. 244
A chronology of post-compulsory educationp. 245
A note on comparative chronologiesp. 269
Bibliographyp. 274
Indexp. 287
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