Teaching And Training In Post-Compulsory Education

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  • Edition: 3rd
  • Format: Hardcover
  • Copyright: 2007-12-01
  • Publisher: Open University Press

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Supplemental Materials

What is included with this book?


Teaching and Training in Post-Compulsory Education examines the breadth of post-compulsory education from Adult and Further Education through to training in private and public industry and commerce. 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, as well as by those on undergraduate and Masters programmes. It will be a key resource for those taking the new training programmes 'Planning to Teach in the Lifelong Learning Sector' and the Certificate and Diploma programmes from 2007. In addition, it will support those training in the wider range of professional contexts envisaged as part of the Centres for Excellence in Teacher Training. It will prove to be of value to those engaged in continuing professional development as part of maintaining their licence to practise as part of QTLS (Qualified Teacher Learning and Skills). 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. 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: bull; The new framework for teacher training following 'Equipping Our Teachers for the Future' including the new Lifelong Learning UK professional standards, CPD provision, mentoring and subject coaching bull; Those LLUK professional standards relating to chapter content are appended to each chapter bull; 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 bull; Developments in information and learning technology, particularly electronic teaching and learning resources bull; The emphasis on assessment for learning with the widespread use of personal development planning

Author Biography

Alan Hudson is Director, Leadership Programme for China, University of Oxford, 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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