Teaching and Training in Post-compulsory Education

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

• Publisher: Open University Press
• Year: 2007
• Tongue: English
• Leaves: 306
• Edition: 3
• Category: Library

✦ Synopsis

...clearly written, well organised, easy to use, practical and accessible for both new and continuing teachers' - ''The Lecturer''. The 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; and, developments in information and learning technology, particularly electronic teaching and learning resources.

✦ Table of Contents

Front Cover......Page 1
Half-title......Page 2
Title Page......Page 4
Copyright Page......Page 5
Contents......Page 6
Acknowledgements......Page 8
Abbreviations......Page 9
Introduction......Page 12
What is Chapter 1 about?......Page 15
Contested concepts of professionalism in PCE......Page 16
Three educational thinkers......Page 26
The ‘triumph’ of vocationalism......Page 33
What is Chapter 2 about?......Page 44
Teacher learning and development......Page 45
Continuing professional development......Page 47
Initiatives supporting CPD......Page 48
Strategies for CPD......Page 52
What is Chapter 3 about?......Page 71
Factors affecting student learning......Page 72
Learning theories......Page 82
Effective learning......Page 88
Learner autonomy......Page 93
What is Chapter 4 about?......Page 99
The planning process......Page 100
Managing the learning environment......Page 109
What is Chapter 5 about?......Page 119
What is a learning resource?......Page 120
The effective use of learning resources......Page 122
The organization of learning resources......Page 124
Audio-visual learning resources......Page 125
IT learning resources......Page 132
The production of learning resources......Page 143
Open and flexible learning......Page 144
What is Chapter 6 about?......Page 154
Assessment: ourselves and our students......Page 155
Referencing......Page 158
Assessment techniques......Page 160
Evidence-based assessment......Page 163
Assessment for learning......Page 175
Reviewing, recording and reporting achievement......Page 178
What is the curriculum?......Page 189
What are the key features of our courses?......Page 195
What ideologies (values, assumptions and purposes) underpin our courses?......Page 201
The 14–19 reforms......Page 206
Where do you stand so far?......Page 217
Designing and developing your course......Page 222
Evaluating your course......Page 235
Scrutinizing your course......Page 241
What is Chapter 9 about?......Page 253
The purpose of the chronology......Page 255
A chronology of post-compulsory education......Page 256
A note on comparative chronologies......Page 280
Bibligraphy......Page 285
Index......Page 298
Back Cover......Page 306