Teaching in Post-Compulsory Education

Policy, Practice and Values

Häftad, Engelska, 2004

Av Anthony Coles, Karen McGrath, UK) Coles, Anthony (Birmingham City University, UK) McGrath, Karen (Birmingham City University

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With an emphasis on developing higher-order learning skills, such as reflection, critical evaluation and action research, this book provides a comprehensive guide to contemporary and contextual issues within post-compulsory education. This book:* Helps students fulfill Qualified Teacher in Further Education (QTFE) criteria* Provides information and advice on provision for the 14-19 sector* Is structured specifically around the FENTO values* Includes mind-maps charting links to FENTO standards* Provides help with assignments through reflective questions and discussion points

Produktinformation

Utgivningsdatum2004-11-30
Mått189 x 246 x 15 mm
Vikt566 g
FormatHäftad
SpråkEngelska
Antal sidor248
FörlagTaylor & Francis Ltd
ISBN9781843122333

Tillhör följande kategorier

Part 1 Background to teaching in post-compulsory education; Chapter 1 Post-compulsory education and training: an historical perspective, Anthony Coles; Chapter 2 Policy and practice in post-compulsory education, Anthony Coles; Chapter 3 The role of the post-compulsory teacher, Janet Hoskyns; Part 2 Practice and values in post-compulsory education; Chapter 4 Learning to learn, Glynis Worrow; Chapter 5 Suppofiing skills for life with adult earners, Anthony Coles; Part 3 Entitlement, quality and inclusiveness; Chapter 6 Managing diversity in the classroom, Debra Wilson; Chapter 7 Widening Part Icipation and lifelong learning, Anthony Coles; Chapter 8 The 14–19 sector: responding to change, Tricia Le Gallais; Part 4 Reflective practice and scholarship; Chapter 9 Reflection and critical reasoning in educational contexts, Glynis Worrow; Chapter 10 Research in professional practice, Catherine Matheson, David Matheson; Chapter 11 Management and leadership in post-compulsory education, Jim McGrath; Chapter 12 Change, partnerships and collaboration in post-compulsory education, Peter Hipkiss;