eBook - ePub
Training to Teach in the Learning and Skills Sector
From Threshold Award to QTLS
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- 248 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
eBook - ePub
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About This Book
This text takes a pragmatic approach to training to teach in the lifelong learning sector, relating theory to real practice through a wealth of cases, illustrations and interactive tasks.
Whether at the beginning of training or already qualified, this book offers everything needed to acheive Qualified to Teach: Learning and Skills (QTLS).
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Yes, you can access Training to Teach in the Learning and Skills Sector by Liz Keeley-Browne in PDF and/or ePUB format, as well as other popular books in Education & Education General. We have over one million books available in our catalogue for you to explore.
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1 | The context for change New professional standards for teachers in the learning and skills sector |
Learning outcomes
By the end of this chapter you will:
Areas in scope in this chapter in relation to the standards for teachers, tutors and trainers working in the sector are AS 2, AS 3, AS 6, BS 2 (in part only).
This introductory chapter describes the range of provision covered by the learning and skills sector (LSS) and provides a brief history of the current context for change. Previously referred to as further education, adult education and/or post-compulsory education, this area of education and training is currently the focus of much government attention.
Prior to the full publication of Success for All (DfES, 2002b) in which the government set out the current agenda for reform, a discussion document, Success for All: Reforming Further Education and Training (DfES, 2002a), identified a number of weaknesses in the sector. These related specifically to the lack of attention paid to teaching and learning in a sector staffed by an underdeveloped workforce suffering from âsignificant recruitment and retention problemsâ (p. 20). The document also records âgood practice in learning delivery, often involving inspirational creativity by front-line staffâ(p. 6). There is a clear acknowledgement, however, that this is not consistent across the sector. The Success for All strategy is very explicit in setting out four goals for the reform agenda:
Goal 1 | Meeting needs, improving choice |
Goal 2 | Putting teaching and learning at the heart of what we do |
Goal 3 | Developing the teachers and leaders of the future |
Goal 4 | Developing a framework for quality and success. |
The third goal, âDeveloping the teachers and leaders of the futureâ, and the reforms to teacher training that are becoming associated with it, are the impetus for this text.
A Statutory Instrument (DfES, 2001) made a qualification in teaching achieved within a specified period a requirement for all new teachers appointed to further education colleges. New legislation and government targets are driving the reform agenda requiring training and qualification leading to a preparation award (for those teaching only a few hours per week) and a full âlicence to practiseâ for new and experienced lecturers. Achievement of the full licence qualification will lead to the award of Qualified Teacher Learning and Skills (QTLS) award. There is an expectation that 90 per cent of those teaching in the sector will hold a qualification by 2010 (DfES, 2002a). In addition, there are a number of other legislative requirements associated with race, equality and disability that will impact on your role. These are discussed later in this text. You will also need to be mindful of health and safely legislation and the requirement to address the concept of the âsafe learnerâ.
In 2003, the endorsement body for post-16 teacher training, FENTO, stipulated that courses of teacher training should include a core of training in language, literacy and numeracy. The established requirement included two different approaches:
This book approaches the minimum core requirements in a three-pronged way: first by providing advice for the skill development of lecturers approaching certification of their competence (see Chapter 2); second, through the discussion of learnersâ needs, differentiation and inclusion (see Chapters 7, 8 and 10); and third, in the discussion of e-learning and proficiency in ICT skills, as threaded throughout this text and addressed in detail in Chapter 6. Tasks set in Chapters 7 and 8 focus on subject-specific approaches to meeting the needs of different types of learners. In Chapter 10 focus is given to disability needs and awareness of possible barriers to learner achievement.
Lifelong Learning UK (LLUK) is the sector skills council responsible for the professional development of those working in the UK lifelong learning sector. In designing the new qualification framework, LLUK has established that the following amounts of time will be involved:
Former work experience with learners may be used to count towards these totals. It is also LLUKâs responsibility to ensure that those in training are assigned an appropriately qualified and experienced mentor in their subject or occupational area. The role of coach/mentors is discussed at the end of this chapter.
As part of LLUK, a new professional body, the Institute for Learning (IfL), has been formed to raise the standards of professio...
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Dedication
- Table of Contents
- List of figures and tables
- List of examples
- Web resources
- Preface
- Acknowledgements
- The new qualifications
- How to use this book
- List of abbreviations
- 1 The context for change: new professional standards for teachers in the learning and skills sector
- 2 Professional values: a focus on entitlement, equality and inclusiveness
- 3 Professional practice: creating effective and stimulating opportunities for learning
- 4 Professional skills: planning learning programmes to meet the needs and expectations of learners
- 5 Theory and practice: secure knowledge and understanding of what it means to teach
- 6 The new technologies for teaching: using ILT as an enhancement to learning
- 7 The curriculum contextualised: secure knowledge and understanding of the subject and curriculum
- 8 Skills for the twenty-first century: using the learnerâs experience as a foundation for their learning
- 9 Assessment: using feedback as a tool for learning and progression
- 10 Helping learners to achieve their full potential: providing effective support to learners
- 11 Enhancing learner behaviour: establishing and maintaining an effective learning environment
- 12 Continuing professional development: developing by participating in formal and informal professional activities
- Example answers to selected tasks
- Glossary
- References
- Index