This essential text provides an accessible and up to date critical analysis of professionalism for student teachers and practitioners within the Further Education (FE) sector. Professional values, knowledge, understanding and skills form the core of the standards against which teachers are measured and the framework for the teacher’s development, starting with initial qualifications and progressing through a career long process of continual professional development (CPD). The book introduces a range of theoretical models and examples of professionalism. It examines the critical importance of self-awareness and understanding of others as the basis for effective professional relationships with learners. The application of professional values, knowledge and skills, both in the teaching role and in the wider academic community, is discussed. Throughout the reader is encouraged to relate the theories to their own professional values and practice and to reflect on their own levels of professionalism and CPD requirements.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Teachers from further and higher education are rarely considered together. This book explores the differences and similarities that exist between these groups. It provides an up-to-date account of developments and brings together arguments and debates about both groups of teachers to challenge some strongly held beliefs. Focusing on aspects of teachers' professionalism, Jocelyn Robson considers what 'professionalism' may mean and ways in which 'professionalism' has been studied. She goes on to consider: professional standards, training and qualifications professional identities and communities opportunities and strategies for professional development and renewal key debates in the literature and the most significant policy developments the main challenges currently facing the teaching profession in further and higher education.

This essential text provides an accessible and up to date critical analysis of professionalism for student teachers and practitioners within the Further Education (FE) sector. Professional values, knowledge, understanding and skills form the core of the standards against which teachers are measured and the framework for the teacher’s development, starting with initial qualifications and progressing through a career long process of continual professional development (CPD). The book introduces a range of theoretical models and examples of professionalism. It examines the critical importance of self-awareness and understanding of others as the basis for effective professional relationships with learners. The application of professional values, knowledge and skills, both in the teaching role and in the wider academic community, is discussed. Throughout the reader is encouraged to relate the theories to their own professional values and practice and to reflect on their own levels of professionalism and CPD requirements.

How to be a Brilliant FE Teacher is a straightforward, friendly guide to being an effective and innovative teacher in post-compulsory education. Focussing on practical advice drawn from the author’s extensive and successful personal experience of both teaching and training teachers, it offers sound guidance, underpinned by the latest research, theory and policy in the field. Structured around the questions that all new teachers and lecturers ask in their first teaching post, it is an introduction to both essential teaching skills and what to expect from working in this exciting, fast-paced sector. Key chapters cover: The learners – who they are, diversity and motivation; What will actually happen – organising teaching, technology and resources; How to keep your students’ interest – understanding and responding to learning styles; How will I know if they’ve learned it? – assessment and feedback; Making sure it’s working – student evaluation, reflecting on and improving practice. Packed throughout with information about where to find the best materials and resources to support your teaching, this book also offers sensible advice on balancing home and life, working effectively with your colleagues and progressing in your career. How to be a Brilliant FE Teacher will be a source of support and inspiration for all those embarking on their initial training and first post in the sector, as well as qualified professionals looking for reassuring, fresh ideas.

This book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education. Taking key themes related to the characteristics of expertise, this edited collection delivers practical ideas for supporting and enabling professional learning and development in higher education as well as theoretical constructs for the basis of personal reflection on practice. Providing an accessible, evidence-informed theoretical framework designed to support individuals wishing to improve their teaching, Developing Expertise for Teaching in Higher Education considers teaching excellence from an expertise perspective and discusses how it might be supported and available to all. It invites a call to action to all policymakers and strategic leaders who make a claim for teaching excellence to consider how professional learning and the development of expertise can be embedded in the culture, environment and ways of working in higher education institutions. Full of practical examples, based on scholarship and experience, to guide individual teachers, educational developers and policymakers in higher education, this book is a must-read text for those new to teaching in higher education and those looking to improve their practice.

Jonathan Tummons has sensitively updated Curzon's long-established Teaching in Further Education, ensuring that not only does this new edition provide the academically rigorous approach of previous editions but it also offers an up to date guide to current practice and research. Topics covered include: - Theories of learning - The teaching-learning process - Instructional techniques - Assessment and evaluation - Intelligence and ability This is the complete guide for those training to work in the Further Education sector.

Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education. Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.

The further education (and skills) sector in England has been viewed as a backwater of educational research compared to the other sectors. This comparative lack of research and related publications may be due in part to the huge diversity of the sector. Further Education, Professional and Occupational Pedagogy addresses some of the gaps by bringing together empirical research and theoretical frameworks to give a coherent understanding of the sector, emphasising the occupational experiences of deliverers, alongside their pedagogic and life experiences. This book also includes investigations on the education of professionals in the higher education sector. The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers' emotional ecology, their professional identities, a systematic literature review of FE teachers' professional identities, a reconceptualisation of widening participation from a teaching perspective, pedagogic implications of teachers in professional education, and curriculum formation of creative professionals in higher education. This book will be vital reading for researchers and academics in the fields of professional learning, teacher training and education, and vocational and occupational education. It will also appeal to policy-makers, teacher educators and education professionals.