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Introduction
Teaching and training is about helping someone to gain the skills and knowledge they need at a given point in time. The approaches and activities you can use to achieve this will be explained throughout the chapters of this book.
This chapter will explore how to use this book and what the further education and skills sector is. How to work towards a teaching qualification is covered, as is how to obtain a teaching position and evidence your practice.
You can work logically through the book starting with this chapter, or you can just look up appropriate topics in the index (at the back of the book) or the contents, to access aspects relevant to your current area of study or interest.
This chapter will cover the following topics:
• The structure of the book
• The further education and skills sector
• Qualifications and standards for teachers and trainers
• Study skills, academic writing and referencing
• Obtaining a teaching position and progressing further
• Evidence-based practice
The structure of the book
If you are aiming to be, or are a new or inexperienced teacher or trainer, this book is for you. It will guide you through the terminology, principles and practices of teaching and training, to enable you to understand what the role involves, and/or to work towards a relevant teaching qualification if necessary. Although the book has been written with new teachers in mind, it will also prove useful for anyone who teaches in any situation. For example, human resource staff, administrators, technicians, managers, or those in staff development and train the trainer roles. The book will also help experienced teachers and trainers refresh their knowledge of teaching and assessing learning.
Topics covered in the book include:
• the role of a teacher or trainer
• how to plan and prepare sessions for groups or individuals, in the workplace or in a teaching/training environment (on- or off-the-job respectively)
• how to deliver sessions using different teaching and learning approaches and activities
• how to communicate with learners and manage behaviour
• how to assess that learning has taken place
• how to evaluate your own practice to make improvements.
Due to the terminology used throughout the further education (FE) and skills sector, you will find lots of abbreviations and acronyms used within the book. A list of the most commonly used ones can be found in Appendix 1.
Activity
Take a look at Appendix 1 at the back of this book. This is a list of abbreviations and acronyms, some of which you might not have come across before. Choose five you are not familiar with, find out what they mean, and identify how relevant they are to you at this time.
The term learner is used throughout the book to denote anyone taking a qualification, a course or a programme of learning, who might not necessarily call themselves a learner. For example, apprentice, candidate, employee, participant, pupil, student or trainee. The terms course and programme will be used interchangeably throughout the book as they both reflect the way learning can take place. Different organisations use different terms.
This book will try to differentiate between teaching and training. However, someone who teaches might also train others: for example, teaching theory to a group, followed by training an individual to perform a task based on the theory just learnt. The term teacher might therefore be used more than trainer in the book. All teaching and training should enable learning to take place. The difference might be that a teacher works in an educational organisation, whereas a trainer works in a workshop or the workplace.
Your role as a teacher gives you the chance to help someone reach their full potential, and it can make a difference to their life and employment prospects. Working through this book will help you understand how to help your learners achieve this. Your job role might be called something other than a teacher or trainer. For example, coach, development officer, facilitator, instructor, lecturer, mentor, professor, supervisor, technician or tutor. Whatever you are called, your purpose will be to educate someone to ensure that learning takes place. Your learners should then be able to put this new learning into practice, demonstrating a change in their behaviour.
There are examples of real teaching situations within each chapter of the book to put the topics into context. There are also activities which you might like to carry out to help put theory into practice. At the end of each section within the chapters is an extension activity. This will stretch and challenge your learning further, for example, if you are working towards a teaching qualification. Completing these activities will help you develop your learning and contribute towards your continuing professional development (CPD). A self-assessment checklist at the end of every chapter will help you appreciate what you have learnt so far.
Depending upon where you are based, some of the legislation, regulations and organisations referred to in this book might only be applicable in England or the UK. If you are teaching internationally, you should check what is current and applicable in the country in which you work.
Example
In the UK, health and safety legislation is covered under the Health and Safety at Work etc. Act (1974). In China, it’s known as Workplace Safety Law (2002 amended 2014), and in the USA, it’s the Occupational Safety and Health Act (1970).
Throughout the chapters there are examples of completed documents that could be used or adapted for teaching and training purposes. However, do check with the organisation you are working for, in case they have particular documents they require you to use. For the purpose of future-proofing the book, a year has not been added to any dates used within them. When completing any documents yourself, you should always add the year as well as the day and month, to create a full audit trail.
Appendix 2 at the back of the book contains a checklist for teachers and trainers. Although not all the points may apply to you, they might help you ensure that you are covering all aspects of the teaching process. Appendix 3 contains a few tips for new teachers and trainers.
If you are working towards a teaching qualification, you will find it useful to refer to other texts besides this one. A list of relevant books can be found at the end of each chapter. If your role also involves assessment and/or quality assurance, these topics are covered briefly in this book, although you might like to refer to more comprehensive texts.
Extension activity
Take a look at the list of books and websites at the end of this chapter. Make a list of those which you feel will be helpful to your role. Textbooks are usually available via the online store Amazon (www.amazon.com) which is accessible in most countries. You can often view a sample of a book online prior to making a purchase. If you have an internet connection, access www.anngravells.com/reading-lists/index and look at the reading lists and blogs which are listed. The reading lists contain books in pictures with links to Amazon where you can view a sample. The blogs can help you keep up to date with what’s happening in the further education and skills sector.
The further education and skills sector
In the UK, the term further education (FE) and skills sector includes the following contexts in which learning can take place (in alphabetical order):
• adult education
• armed, emergency and uniformed services
• charitable organisations
• community education
• further education colleges
• health authorities
• higher education institutions and universities
• immigration and detention centres
• laboratories
• local authorities
• on-site learning centres
• prisoner and offender centres
• private sector learning
• probation services
• public and private training organisations
• schools and academies
• sixth form colleges
• technical colleges
• voluntary sector learning
• work-based learning.
Basically, learning in this sector can occur with anyone from the age of 14 and upwards, whether it be academic or vocational (i.e. theoretical or practical), and it can take place in any environment. In the UK, the term lifelong learning is also used. Other terms include adult education, adult and community education, adult and continuing education, and adult learning. The opportunity for people to take further education often gives them chances to do new things. It also gives people the opportunity to improve their skills and knowledge. It could be that they did not do well at school, or are looking for a new interest or a change of job role.
Activity
What is the term used for the further education and skills sector where you work? Why is this term used, and what age range does it encompass? It’s useful to know a little about the history of further education and any current national or local initiatives which might affect it. You could search the internet to find this out or talk to your colleagues.
If you are new to teaching, this could be because you have been contemplating a change of profession, or you are required to take a particular teaching qualification because of your job role. Perhaps you have a hobby or a trade you would like to teach to others; you know you are good at it and feel you have the skills and knowledge which you could pass on to others. While this book will guide you through the process of teaching, learning and assessing, it is up to you to ensure you are up to date with your subject knowledge. This is what you will actually teach and is sometimes referred to as a subject discipline or specialist subject. As you will be an experienced practitioner in your subject, and also a professional teacher, the term dual professional is often used to denote your role. This is because you are a professional in two different aspects.
Example
Peter works full time as a plumber. The local college is advertising for plumbing teachers to deliver an evening class. Peter feels he has the necessary skills and knowledge and would like to apply. The advertisement states the successful applicant will be able to take a part-time teaching qualification which will be paid for by the college. If Peter is successful, he can continue with his job, teach an evening class and work towards a teaching qualification. Peter will therefore be a dual professional. A professional teacher and a professional plumber.
Depending upon where and what you will teach, you may not need to be qualified in your particular subject, but be able to demonstrate appropriate occupational skills and knowledge at a certain level. Some subjects require you to have a level above that which you will teach, for example, holding a level 3 qualification to teach it at level 2.
Some subjects might not require you to hold a specific subject qualification at all, but just possess the necessary skills, knowledge and experience. If you are teaching towards an accredited qualification, you will need to find out what the requirements for you to teach it might be. There is often a particular body responsible for your subject. In the UK, it’s the Federation for Industry Sector Skills and Standards and you can access their website at: http://fisss.org. They, along with the awarding organisation who accredit and certificate the qualification, will decide what is required by teachers to deliver and assess in each subject area.
Programmes or courses are frequently known as vocational or technical (i.e. work or employment related), non-vocational (leisure, hobby or interest related) and academic (theory related). However, some topics can cover all three aspects.
Example
Kersti works for herself as a horticulturist. She designs gardens for customers and advises which plants are suitable for their environment. The owner of the local garden centre is often asked if there are any short courses regarding garden design. He approached Kersti and she offered to deliver a three-hour session at the garden centre to a group of interested customers. Her session will therefore be vocational (as it could relate to a job), non-vocational (as it could relate to a hobby) and academic (as some theory will be covered). The session will take place in the garden centre and will not be in a classroom. The learners will not receive a certificate but will receive a record of attendance.
Programmes that lead to qualifications are known as accredited and an awarding organisation (AO) will issue a certificate to all successful learners. The AO produces a qualification specification and checks that the requirements of it are followed. This is by carrying out ongoing verification or quality measures. All AOs are regulated, in the United Kingdom the regulator is Ofqual in England; it’s Qualifications Wales in Wales; the CCEA in Northern Ireland; and the SQA in Scotland (weblinks to these are at the end of this chapter and further details can be found in Chapter 3). Any college or training organisation can apply to an AO to offer accredited qualifications or endorsed programmes of learning, and they are often called a centre or a provider. An accredited qualification can be offered by several AOs, and is nationally recognised. Endorsed programmes are specifically written by a centre in conjunction with an AO, to meet the needs of particular employers or learners. The AO will still issue a certificate to successful learners; however, it might not be accepted like a nationally recognised qualification would.
Records of achievement or records of attendance could be issued by centres to learners who are on a short programme which is not certificated by an AO. It’s good for the learner to have something which shows what they have done, but it only proves achievement or attendance at something specific. For example, an update to the company’s policies and procedures, or attendance at a garden design course.
The most important aspect of teaching is to ensure that learning is taking place. If you are currently teaching, your delivery methods might be based on experiences of how you were taught in the past. However, there are many different approaches you could use. This book will hopefully give you new ideas to use in a more engaging and practical way. Chapter 5 includes a table of different teaching and training approaches and activities. Teaching isn’t just about being in a classroom; it can take place in many different environments such as the workplace, a voluntary setting, indoors, outdoors or online.
Extension activity
Think back to when you were at school or college. What were your favourite and least favourite subjects and why? How did the teachers impart their skills and knowledge to help you learn? How do you think your experiences as a learner in the past will influence the way you will teach in future?
Qualifications and standards for teachers and trainers
It can be overwhelming making a career move into teaching or training. You might need to achieve certain qualifications or meet particular professional standards prior to commencing your role or while working on-the-job. Having a qualification is a way of demonstrating you have met all the criteria required to be a teacher. Standards are a set of criteria which you can demonstrate on-the-job. They are a way of checking and confirming what you are currently doing.
Most people who choose to teach adults have already had a career for several years in a particular subject area, and wish to impart their skills and knowledge to others. Some training organisations might employ you without a teaching qualification or a specific subject qualification if they feel you have the necessary knowledge and experience. This will depend upon what type of organisation you work for and which country you are in. It might be possible to work towards a teaching qualification once you have started your teaching role, this is known as in-service. However, you could work towards a teaching qualification while you are still working in your current job role, known as pre-service. You could consider partaking in some voluntary teaching practice to see if it’s a career you would want to move into.
Teaching qualifications
In 2013, the Government (in England) removed the requirement for teachers in the FE and skills sector to be qualified. It’s now the responsibility of the individual employer, college or university to make the decision as to what qualifications their staff should hold. However, most people in a teaching or training role will want to hold a qualification, and organisations will want to give a quality service to their learners by having qualified staff. There are many countries which do require their staff to hold a teaching qualification and you will need to find out what is applicable to you.
Awarding organisations offer different teaching qualifications ranging from those for new teachers at level 3, to those for more advanced teachers, at level 5 and above. You can find out more about levels in Chapter 4. Some qualifications for teachers are quite short, perhaps a few days for a train the trainer course, or a few weeks for an introductory teaching qualification. Others can take several years and involve teaching practice. This is contact with real learners in real situations and is usually a set number of hours throughout the duration of the course (covered in Chapter 14).
The titles of teaching and training qualifications will differ depending upon which country you are in and at which level they are offered. The titles often change depending on government and national initiatives and which AO has produced them. For example, a two-day Level 2 Train the Trainer course aimed at those who need some knowledge of how to train someone in the workplace, or a short teaching course such as the Level 3 Award in Education and Training. This is aimed at new teachers and includes a micro-teach session (covered in Chapter 13). More experienced teachers can take the Level 4 Certificate in Education and Training which involves 30 teaching practice hours. Progression can then be to the Level 5 Diploma in Education and Training or the Level 5 Certificate in Education, also known as the Cert Ed. This can take up to two years on a part-time basis and involves 100 teaching practice hours. There are higher level teaching qualifications such as the Level 6 Professional Graduate Certificate in Education and the Level 7 Post Graduate Certificate in Education (PGCE) for those with a degree.
Working towards a teaching qualification
First, you will need to find a suitable organisation offering the teaching programme or qualification you wish to take. This could be by searching online, talking to colleagues, or approaching a local college, university or training organisation. Once you have applied and been accepted, you will be registered for the qualification with an AO. Your course might involve attending sessions and/or working through online materials. You will learn what it’s like to be a teacher and will work through activities to put theory into practice. This might also involve delivering a short session to your peers or to a group of your own learners, known as a micro-teach session (covered in Chapter 13). You might also be observed in your place of work with your own learners (covered in Chapter 14).
Activity
Find out which teaching qualifications are available in your country and the different levels at which they are offered. You could search the internet, talk to colleagues, or contact your local college, university or training organisation. Compare what is offered and make a decision as to what would suit you if you are planning on working towards a qualification. You could also find out if there is any funding available or if your employer would help subsidise you. You might also like to find out if you need to hold any particular subject qualifications at a certain level to be able to teach it. You could then consider applying if you wish.
Once you are signed up to take a teaching qualification you will be allocated a teacher and an assessor. One person might carry out both roles and they will give ongoing feedback regarding your progress and achievement. When producing written work for assessment, you might be able to submit a draft first for informal feedback, before submitting your final work. If you don’t pass, you should be referred, usually with the opportunity to resubmit your work within a set timescale.
While working towards a teaching qualification, it would be extremely beneficial for you to have a mentor, someone who can help and support you, not only with advice regarding teaching skills, but also with your specialist subject knowledge. If you are currently teaching or training, your mentor could observe you. They could give you developmental feedback as to how you could improve your interaction with your learners. Conversely, you could observe your mentor to gain useful ideas and tips for delivering your subject.
Some of the assessment methods used for the teaching qualifications include the following (in alphabetical order) which are then explained in more detail later in this section.
• Assessment grids
• Assignments
• Case studies
• Checklists
• Essays
• Evaluation and action plans
• Learner statements
• Observations
• Online assessments
• Portfolio of evidence
• Professional discussion
• Projects
• Questions – written, oral, online
• Reflective learning journal
• Witness testimonies
• Worksheets.
You might be assessed by one or more of these methods through several different activities. Alternatively you might be assessed holistically, i.e. having the opportunity to demonstrate several aspects of the qualification at the same time. This saves you having to repeat aspects in different units if they can be assessed at the same time. If you are in any doubt as to how you will be assessed, or the target dates for the submission of your work, you will need to talk to your assessor. Never be afraid of discussing any concerns with them. They are there to help you, and they won’t want you to fail.
It’s useful to find out how you will be assessed to enable you to understand the process you will go through. When you are answering any questions or writing essays, you might find it useful to set the scene for your assessor. This could be by stating what your subject specialism is, where you are working and the types of learners you have (or will have).
Example
Sara had just signed up to take an introductory teaching qualification. She knew she had to attend 12 evening classes but she did not know how she would be assessed. She approached her teacher who informed her she would have to complete three written assignments and be observed delivering a short session to her peer group. As she did not currently have a teaching role, she was told she could write her assignments using hypothetical responses.
Assessment grids
An assessment grid is a document which lists all the criteria for each of the units of the qualification. Most qualifications are split into smaller units which relate to different topics. You will need to state how you have met the criteria and/or link them to documents and evidence from your teaching practice.
It might be possible to meet the requirements of several criteria from different units at the same time. If this is the case, you will be able to cross-reference your work rather than repeat it.
Assignments
An assignment is a way of ensuring that all the criteria can be met through various tasks or problem-solving activities. The assignment will assess your knowledge and how you can apply it, perhaps through answering questions, holding group discussions, giving presentations to peers, and providing evidence of your teaching practice. You will need time for self-reflection to consolidate your learning as you progress through the assignment. You will be given a target date for completion, and possibly a word count for all written work. You will need to reference any text or quotes you obtain from other sources (covered later in this chapter). This gives credit to the original author and shows you have carried out relevant research. Your assessor should give ongoing feedback, and if you don’t fully meet the criteria, you should be given the opportunity to have another attempt.
Case studies
A case study usually consists of a hypothetical or imaginary event for you to consider and analyse. You can then make suggestions regarding how you would deal with the event, which should relate to the qualification criteria.
Alternatively, you could produce your own case study regarding a real situation that you have encountered, again, relating it to the criteria, but keeping it anonymous by not using any names of organisations or learners.
Checklists
A checklist is a list of aspects which need to be achieved which will relate to the qualification criteria. Checklists can be used by you as a form of self-assessment to check your progress so far, or by your assessor to confirm your achievement at a given point. They can be completed and dated when the relevant criteria have been met. Checklists are often used in conjunction with other assessment methods. Don’t be tempted to tick something off unless you really understand it and have met the requirements.
Essays
Essays are formal pieces of writing. There will usually be a word count to ensure you remain focused and specific. You might be able to go 10 per cent above or below the figure given. You will have a target date for submission and if you can’t meet this for any reason, you will need to ask for an extension.
You will usually have to word process your work in a professional style. If it is acceptable for you to handwrite your responses, make sure your writing is legible and neat. Your assessor should give you guidance as to how to present your work. Always check your spelling, grammar, punctuation and sentence structure. Try not to rely on your computer to check these as it doesn’t always realise the context within which you are writing.
Essays often include citing from relevant textbooks, websites and journals (covered later in this chapter).
Evaluation and action plan
An evaluation and action plan is a document which allows you to evaluate your progress and achievement by completing a template at the end of each unit of the qualification. Your writing should clearly evaluate how you have met the criteria. The action plan aspect will help you focus upon the skills, knowledge and understanding required for your development in the future. This could be by considering what other programmes you could take, for example, to improve your research skills, and what other books, journals or websites you might access to help with your continuing professional development (covered in Chapter 12).
Learner statements
Learner statements are a way of writing how you have met the required criteria by giving specific examples of what you have achieved. You might address individual questions which directly relate to each of the criteria, or answer one question which addresses several criteria holistically.
Observations
At some point, you will be observed delivering a session with learners. After the observation you should receive verbal feedback from your assessor. This feedback should also be given to you in written form, either electronically or paper based. You will need to consider the feedback you have received when carrying out any self-evaluation activities.
Teaching practice is a chance to use your new skills and knowledge with your learners (covered in Chapter 14). Never be afraid to try something new or do something differently if it didn’t work the first time. No situation is ever the same, as you will be teaching different learners on different occasions, and in different environments. What works for one learner or group, might not work with another.
Online assessments
An online assessment is where you submit your work electronically to an assessor or complete an online test. You will either email or upload it to a learning portal via a dedicated website. There are many online learning tools available, one of the most popular is known as a virtual learning environment (VLE). These sites also enable you to communicate with your assessor and your peers, and to access learning materials.
Online assessment can include formative (ongoing) assessment, i.e. receiving feedback from your assessor regarding a draft submission of your work. This feedback will help confirm if you are making good progress or advise you of any areas you need to improve upon. You could then upload your completed work for summative (final) assessment when you have completed it.
If you are delivering a session to your learners, your assessor might observe you remotely via the internet. Alternatively, you might be able to make a visual recording for them to view later. You will need to find out if this is allowed and discuss the practicalities of this with your assessor.
Portfolio of evidence
A portfolio of evidence contains proof of your achievement towards meeting the criteria. This could be electronic (for example, digital folders containing various files and documents), or paper based (for example, hard copies of documents placed in a ring binder or folder). It can also include products of your work or references to where they are located. Statements should be made as to how you have met the criteria. Documents such as observation reports, witness testimonies, and materials and resources you have used may be included.
When producing a portfolio, consider quality not quantity. It’s not the amount of work (quantity) that matters; a small amount could cover many criteria if it’s done well (quality). If you have had to re-do any work, it’s best to include your original work as well as your revised work to show progression.
Professional discussion
A professional discussion is a conversation with your assessor rather than questions and answers. It gives you the opportunity to justify how you have achieved the criteria. This could include a discussion on anything you have done previously which might be acceptable: for example, if you have already achieved a unit elsewhere which is included in the qualification you are working towards. This is known as recognition of prior learning (RPL) and you will need to provide evidence of what you have achieved.
Your assessor could verbally explore your knowledge and understanding of the teaching role. This could be instead of having to write about it or answer questions for the sake of it. Having a professional discussion with your assessor is a good way to demonstrate how you have met the criteria, perhaps if you are having difficulty expressing yourself through written work.
A professional discussion can be used as an holistic assessment method, meaning several criteria can be assessed at the same time. Your assessor will prompt you to explain how you have met the requirements and ask to see documents which confirm this. They might make written notes during the discussion and/or make a visual or aural recording of your conversation. This can be kept as evidence of your achievement. Prior to the professional discussion taking place, you should agree with your assessor the nature of the content of the conversation to enable you to prepare in advance. You may need to bring along examples of teaching materials you have prepared and used. When you are having the professional discussion, try and remain focused; don’t digress but be specific with your responses. At the end of the discussion, your assessor should confirm which criteria you have met and which you still need to work towards.
Projects
A project usually consists of practical activities which can be carried out during your teaching practice, and which are based on the qualification criteria. You should be given a target date for completion, and possibly a word count for any written work. Projects usually take longer in terms of time than an assignment, and might group several criteria together.
Questions – written, oral, online
You may need to produce answers to written or oral questions which will be based around the criteria of the qualification. These could be part of a written test, asked orally, or be completed online. If it’s the latter, the online program could give you the results immediately, but might not tell you which questions were answered correctly or not.
If you have answered written questions and met most but not all of the criteria, your assessor might follow this up with some oral questions or a professional discussion to ensure you have the relevant knowledge and understanding.
Reflective learning journal
A reflective learning journal is a way of helping you formally focus upon your learning, progress and achievements. You might be given a template or a document to complete, or you could write in a diary, use a journal, notebook or a word processor. If you are handwriting, make sure your work is legible as your assessor will need to read and understand it. Try and reflect upon your experiences by analysing as well as describing them. Be as specific as possible as to how your experiences have met the criteria. Don’t just write a chronological account of events. Consider what worked well, or didn’t work well, and how you could do something differently given the opportunity. Try and note which of the qualification criteria you have met as this will help your assessor when they read your journal.
Reflection should become a part of your everyday activities and enable you to look at things in detail as you perhaps would not ordinarily do. There may be events you would not want to change or improve if you felt they went well. If this is the case, reflect as to why they went well and use similar situations in future sessions. As you become more experienced at reflective writing, you will see how you can make improvements to benefit your learners and yourself (covered in Chapter 12).
Witness testimony
If you are currently teaching, you might have someone who is advising and supporting you at work, such as a mentor. They could observe you with your learners and provide a written testimony as to what you have achieved. They can confirm which criteria you have met and write a statement to this effect. You will need to check with your assessor if witness testimonies are acceptable or not.
Worksheets
Worksheets include tasks, activities and/or questions for you to carry out. These can be completed during attended sessions, in your own time or as part of an online course. Worksheets are often used to check progress and might link several criteria together. After completing them, your assessor will check whether your responses can be used to demonstrate achievement of the relevant criteria. They will then give you constructive feedback to help you develop further.
Professional standards
Most countries have professional standards for teachers and trainers to follow. However, these could be called something else, for example, a code of practice, a code of conduct or national occupational standards (NOS). These can take many forms and are either mandatory or voluntary. In England, the Education and Training Foundation (ETF) has a set of Professional Standards for teachers and trainers to follow which were launched in 2014. They are not mandatory, but they give teachers something to aspire to, or to use as a form of self-assessment. If none are available where you work, it might be useful to refer to these as a guide.
The ETF Professional Standards:
• set out clear expectations of effective practice in education and training
• enable teachers, trainers and other practitioners to identify areas for their own professional development
• support initial teacher education and provide a national reference point that organisations can use to support the development of their staff.
There are 20 Professional Standards which relate to three areas:
• professional values and attributes – six standards aimed at developing judgement of what works and does not work in teaching and training
• professional knowledge and understanding – six standards aimed at developing deep and critically informed knowledge and understanding in theory and practice
• professional skills – eight standards aimed at developing expertise and skills to ensure the best outcomes for learners.
www.et-foundation.co.uk/supporting/support-practitioners/professional-standards/ (accessed May 2017)
Professional bodies, associations and networks
It’s useful to belong to a professional body, association or network for teachers and trainers, and/or one for your particular subject area if one exists. This will help you to keep your knowledge up to date with what’s happening in the sector and with your subject. Belonging to an association should enable you to access relevant resources, training courses and networking opportunities. Some might be free to join, but most rely on payment of a subscription. Some might offer certain benefits like reduced insurance or access to free or subsidised courses and conferences.
The following (in alphabetical order) are a few examples of those available in the UK to teachers, trainers and assessors. You might like to research the following further; most have websites which are listed at the end of this chapter.
Association for Research in Post-Compulsory Education (ARPCE)
The ARPCE aims to sustain and increase individual and collective knowledge (internationally) and use of research in post-compulsory education. This is to enhance its quality and improve public policy-making.
It is subscription free for associates and trustees, who can benefit from discounted attendance at events and conferences, and free online access to the international peer-reviewed journal Research in Post-Compulsory Education.
Association of Colleges (AoC)
The AoC exists to represent and promote the interests of colleges and to provide members with professional support services. The AoC was established in 1996 by colleges as a voice for further education and higher education. Its membership includes general and further education colleges, sixth form colleges and specialist colleges in England and Northern Ireland (Wales and Scotland are via partnerships).
Association of Employment and Learning Providers (AELP)
AELP is a trade association for vocational learning and employment providers in England, Scotland and Wales. The majority of its members are independent private, not-for-profit and voluntary sector training and employment service organisations. Membership is open to any provider committed to quality provision and includes FE colleges involved in work-based learning.
Centres for Excellence in Teacher Training (CETT)
These are networks which consist of partnerships of organisations involved in initial teacher training (ITT) and CPD in the further education sector. Their role is to raise the standard of initial teacher education and to improve the quality and consistency of CPD. The centres promote good practice and research, and develop advice and guidance that covers generic teaching issues as well as specific subject resources.
Chartered Institute of Educational Assessors (CIEA)
The CIEA is a professional body dedicated to supporting the needs of everyone involved in educational assessment. This includes senior examiners, moderators and markers, to individuals with an interest in, or responsibility for, assessment in primary schools, secondary schools, colleges, universities, training centres and other educational organisations. Membership is open to everyone with an interest in educational assessment as well as those studying to become teachers.
Chartered Institute of Personnel and Development (CIPD)
The CIPD is the professional body for human resources and people development. It champions better work and working lives. It has a Code of Professional Conduct for its members and has been setting the benchmark for excellence in people and organisation development for more than 100 years. Through its expertise and research, it provides a valuable point of view on the rapidly changing world of work. It sets professional standards and provides the know-how to drive the human resources, and learning and development professions forward.
Chartered Institution for Further Education (CIFE)
The CIFE is a membership body for the higher performing FE colleges and training providers in the UK. It received its Royal Charter in 2015. Its aim is to develop the standing of the FE sector, bringing together training providers to promote and celebrate good practice.
Colleges and training providers with an overall Ofsted grade one or two and in receipt of public funding from the Education and Skills Funding Agency (ESFA) are eligible to apply for membership.
Colleges Northern Ireland (CNI)
Northern Ireland’s six regional colleges operate across more than 40 campuses and over 400 outreach community locations. They aim to support, represent and promote the colleges, and positively impact upon their vital contribution to Northern Ireland’s economic and social well-being. They provide the voice for the college sector, and advocate on behalf of the sector, including lobbying government departments and other agencies.
Education and Training Foundation (ETF)
The ETF is all about excellence in teaching and learning in England and Wales.
Its mission is to:
• promote the professionalism and status of those working in the post-16 education and training sector, ensuring members gain wider recognition for their expertise and practice
• engage members in the active use, creation and dissemination of existing and new research into effective teaching and learning practice
• bring together members into professional communities of practice through events and community networks, regional, national and online
• provide CPD opportunities which are relevant and impactful, at a reasonable cost.
The ETF operates the membership organisation known as the Society for Education and Training (SET) which is listed towards the end of this section.
General Teaching Council Northern Ireland (GTCNI)
The GTCNI is the independent professional body for teachers in Northern Ireland. It is dedicated to enhancing the status of teaching, and promoting the highest standards of professional conduct and practice. It offers a fresh and authoritative perspective on educational issues by drawing on the experience and knowledge of teachers. It enables teachers to have the opportunity to contribute to, and shape, the future development of the profession.
Institute of Training and Occupational Learning (ITOL)
ITOL is the UK’s professional body for trainers and learning and development professionals. In 2000 it was granted ‘Institute’ status and since that time has become recognised as the premier organisation for everyone involved in the world of training and development.
Learning and Work Institute (LWI)
The LWI is a membership organisation with a diverse set of individual and corporate members including colleges, local authorities, third-sector organisations, universities, businesses and iconic organisations in civil society. It works with a wide range of partners and stakeholders to support the learning and skills sector in providing more and better opportunities for all adults. It also advances the case for adult learning among policy-makers.
National Education Union (NEU)
The NEU was formed in September 2017 from the Association of Teachers and Lecturers (ATL) and the National Union of Teachers (NUT). It represents the majority of teachers and provides a powerful voice for the whole education profession, including support staff, lecturers and leaders working in state-funded and independent schools and colleges. It will be the fourth largest trade union in the UK and the biggest union of teachers and education professionals in Europe.
Society for Education and Training (SET)
The SET is the professional membership organisation run by the Education and Training Foundation (ETF). It is for practitioners working in the post-16 education and training sector. The SET believes that high quality education and training is essential to growth and employment. It supports initial and ongoing professional development, equipping practitioners with the tools and support they need to be excellent in their practice, improving outcomes for learners and employers.
University and College Union (UCU)
The UCU is the largest post-school union in the world, offering support and protection to its members.
Its members include: academics, lecturers, trainers, instructors, researchers, administrators, managers, computer staff, librarians and postgraduates from a university, college, prison, adult education or training organisation.
Extension activity
Ascertain if there is a set of professional standards in the industry or country in which you work. You might need to ask a colleague or carry out an internet search. Locate a copy and find out if they are mandatory or voluntary. Take a look through them, do you feel they adequately reflect what you thought your role would involve? You could also find out what professional organisations are available, or look at the websites of some of those listed here to see if it’s worth joining them. Weblinks are at the end of this chapter.
Study skills, academic writing and referencing
If you are working towards a teaching qualification, you will need to be prepared to study in your own time. This will include activities such as research, reading textbooks and reflecting upon your practice. You might also have to use an academic style of writing and reference any quotes you use from sources such as textbooks. You will need to be self-motivated and able to dedicate an appropriate amount of time to this on a regular basis. If you can, set aside time in a place you won’t be disturbed so that you can focus on what is required. If you are interrupted, distracted, hungry or thirsty when studying, you probably won’t be able to concentrate very well.
It’s useful to keep to all target dates for submitting your work and inform your assessor if you can’t meet any. Using a diary to forward plan the submission dates could help you manage your time. You could also use your diary to note down details of critical events during your teaching practice to enable you to reflect on them later.
Study skills
If you are unsure of anything while you are studying, or have any concerns, don’t be afraid to ask for help. It’s best that you get clarification prior to submitting any work for assessment, in case you have misinterpreted or misunderstood something.
Tips for studying:
• Don’t miss the first class if it’s an attended programme; you will learn so much about the qualification and what is required of you. You will also meet your teachers, assessors and peers to enable you to build working relationships.
• Create a support network with your peers so that you can talk to and motivate each other.
• Check how much time you have for studying each week, and make a commitment to yourself to set a certain amount aside. This could be when you don’t have any family or other commitments, or during an evening or weekend. If you commute, you could use this time to read, or use a digital device to listen to, watch or research certain topics online.
• Break your study tasks down into smaller, more manageable parts that will easily fit into your schedule.
• Try not to let your studies overtake your family life. It’s important to fit your studies around your other activities yet remember you have made a commitment to achieving a qualification.
• Ask your family and friends to help, for example, talking through the topics you are studying.
• Set yourself realistic goals. Don’t try to do too much too soon, just be honest with yourself about what you can achieve in the early stages.
• Don’t hesitate to ask for help when you need it, and to network with your peers. You could keep in touch via email, social networking or a specific online learning platform.
• Ask your assessor if there are any past questions and sample answers you can see. This will help you understand what is required and how to structure your own work.
• Don’t be tempted to copy anyone else’s work or anything from the internet, a book or a journal (without correct referencing) as this is plagiarism. Most organisations use software to check for this. You can’t always rely on the online encyclopaedia Wikipedia or some other websites as they might not be factually correct.
If you are attending a taught programme, it would be useful to make notes during the sessions, to which you can refer later. This could be on handouts given by your teacher or printed copies of a visual presentation. If you have a laptop or tablet, you could make notes electronically during the session (providing this is acceptable). When making notes, also try to remain focused on what is happening in the room, otherwise you might miss something. You could write quickly by cutting out vowels, for example, tchr for teacher. You could also cut out small words such as an, are, at, is and the. Whichever way you make your notes, make sure you will know what they mean when you look back at them. If you are reading handouts, textbooks and/or journals, you might like to use a highlighter pen or underline certain words to draw attention to them. You could also make notes in the margins, but only do this if they belong to you, not on ones borrowed from others or libraries. If you are using the latter, you could use sticky notes instead.
During attended teaching programmes, you might be required to take part in group work or give short presentations to your peers. Use this as an opportunity to work with others and to gain new skills and knowledge. If you are working towards a qualification via an online or distance learning programme, you might not meet your teacher or your peers in person. However, you might be able to communicate with them either by email or through an online internet-based system, often called a learning platform, or a virtual learning environment (VLE).
You might need support to help you improve aspects such as English, maths and digital skills. This might be available at the organisation where you are studying, or you could attend other relevant programmes. If you don’t have access to a computer at home, you could use one at a local library or an internet cafe. Most smartphones enable you to download applications, which might also be appropriate to use.
Activity
Make a note of the skills you feel you already have regarding how to study; for example, creating an organised and clear work space and setting a regular time aside each week. How can you improve these skills to make sure you can meet the requirements of working towards a qualification over time? What else do you feel contributes to effective study skills? Research the internet or read a relevant study skills book to find out more. See the books and website lists at the end of this chapter.
Academic writing and referencing
Depending upon the level of qualification you are taking, you may be required to write in an academic way. This will involve citing text from relevant sources such as books, journals and websites. You will need to reference these in a certain way. If you are required to do this, you will need to check with your assessor which academic writing and referencing style to use, and whether it is mandatory or optional. The Harvard system is the style that is generally used and standardises the approach. However, other styles could be used; just make sure you are consistent throughout your work. There are many books and websites available which will give you further advice regarding this, some of which are listed at the end of this chapter.
It is important to reference your work to:
• acknowledge the work of other writers, authors and theorists
• assist the reader to locate your sources for their own reference and to confirm they are correct
• avoid plagiarism (i.e. using the work of others without acknowledging it)
• provide evidence of your reading and research
• use existing knowledge and theories to support your writing (whether as a direct quote or paraphrased into your own words).
Referencing from a book
When using text and quotes from different sources, for example, a book, you will need to cite them correctly. This will include using exactly what has been written (including any errors) and stating the author, date of publication and page number after anything you use. The full details of the book can then be included in a reference list at the end of your work.
Example
If you are describing ground rules, you could write the following and cite relevant text from a book to back up what you are saying:
Ground rules should be agreed at the start of a new programme. “Ground rules … are boundaries and rules to help create suitable conditions within which learners (and yourself) can safely work and learn” (Gravells, 2017, page 185). It is important to establish these early to ensure the programme runs smoothly. If learners do not feel safe, they might not return again, or their learning could be affected.
Any text you insert should be within quotation marks, often known as speech marks (“ ”). If any words are missed out, using three dots (…) will indicate this. The name of the author, the year of publication of the book and the page number should be in brackets directly afterwards. At the end of your work, you will need a reference list in alphabetical order. This will include the full details of all the books you have quoted from. Some referencing systems use punctuation, others do not; just make sure you are consistent.
Example of the above book in a reference list
Gravells, A. (2017) Principles and Practices of Teaching and Training. London: Learning Matters SAGE.
When inserting text, make sure you understand what it actually means and how it will fit within your writing. It could be that you agree with what the author has said and it supports what you are saying, or it could be that you totally disagree with it. If so, explain why you agree or disagree, and if it’s the latter, state what you might do differently. It’s best to write what you think, or what your point of view is, and relate it to your specialist subject when you can.
If the text you use is longer than three lines, indent the paragraph from both margins. Always copy the words and punctuation as it is in the original, even if there are mistakes. You can add [sic] after the error to denote that you are aware of it. Long quotes are always in single line spacing, quotes of three lines or less can be in the line spacing of the main text, for example, if you have used double line spacing.
If a quote is not used within your writing, but the author is still referred to, it will look like this in your text:
Gravells (2017) advocates the agreement of ground rules with learners.
Again, the full book details will go in the reference list.
It’s best to use a range of sources to develop your knowledge and understanding. Reading more than one book will help you to gain the perspectives of different authors. You don’t have to read the book in full, you can just locate relevant topics by using the index at the back. If you have a look at the index at the back of this book, you will see all the topics are listed alphabetically, making it easy for you to locate the relevant page numbers. The organisation you are taking the qualification with should be able to give you advice regarding academic writing, citing text and referencing your work. They should also provide you with a reading list of relevant textbooks. If not, a reading list is available at www.anngravells.com/reading-lists/teaching.
Referencing a website
The text would be inserted within your writing in a similar way to a book, with the organisation and year it was added in brackets at the end. The month and year is often stated with news updates.
Example
“The Education and Training Foundation today warmly welcomed the Sainsbury review and the Post-16 Skills Plan published today [sic]. ETF Chief Executive David Russell said: ‘There is a great deal to like about the review. It is realistic in its assessment of the challenges facing our country. It is serious about setting a reform timescale that can be delivered. And it is unambiguous that our FE and Training system is the solution, not the problem.’” (ETF, 2016)
It would look like this in your reference list, along with the date it was accessed:
Sainsbury Review and Post 16 Skills Plan
www.et-foundation.co.uk/news/sainsbury-review-post-16-skills-plan (accessed April 2017)
The date you accessed it is important as web pages often change or are removed. You might like to take a look at the above web link to read the full article, and to see how the date it was published is available at the beginning of it.
Referencing an online report
The text would be inserted within your writing in the same way as a book.
Example
“Teacher educators have traditionally struggled with convincing learners to work on their portfolios, competing against more traditional assessment demands and the habit of putting the portfolio together at the last minute” (Hopper and Sanford, 2010, page 4).
It would look like this in your reference list, along with the date it was accessed:
Hopper, T. and Sanford, K. (2010) Starting a program-wide ePortfolio practice in teacher education: Resistance, support and renewal. Teacher Education Quarterly, Special Online Edition.
www.teqjournal.org/onlineissue/PDFFlash/HopperSanfordManuscript/fscommand/Hopper_Sanford.pdf (accessed May 2017)
There are many other ways of sourcing and referencing information. You might like to obtain further information from your teacher, or from relevant textbooks or websites.
Extension activity
Practise writing some text regarding an educational topic which interests you at the moment. For example, ground rules, or the different ways in which learning takes place. Relate your writing to relevant text from a book (just look up a topic in the index at the back) and use an acceptable form of academic writing and referencing. You could also research how to reference other aspects such as a journal article, a government publication or a video.
Obtaining a teaching position and progressing further
If you haven’t obtained a teaching position yet, this section will give you some advice regarding how to do so. It will also help you consider how you can progress further with your teaching career. Learning shouldn’t stop just because you have read this book, or you have become qualified, or have gained a teaching or training role. Things change quickly: for example, there might be some new equipment you could use to deliver your subject, or new aspects of technology which you could use with your learners.
Obtaining a teaching position
It can be overwhelming making a career move into teaching, particularly if you have been working in industry for a long while. You might feel you lack confidence at the moment, but self-confidence will come with experience. You can’t really think of teaching as a 9–5 job as you will need to spend a lot of your own time preparing your sessions, creating resources and marking learners’ work. However, once you have made the decision, you can research jobs which are available for the amount of time you are able to commit. For example, you might like to give up your current career and teach full time, or you might like to teach evening classes while continuing working, or train others in your place of work. You also need to consider what age group you would like to teach, what subject you would like to teach, and where you would like to teach. For example, 16–19 year olds in a college, adult learners attending an evening class in a community centre, offenders in a prison, or new staff at your current place of work (covered in Chapter 2).
Activity
If you are not already teaching, consider the subject you would like to teach and why. Is this because you currently work in a similar subject area or because it’s a hobby or an interest? Think about the age range of the learners you would like to teach, where you would like to teach and for what time periods.
The time you have available for a teaching role and the type of jobs on offer will determine how you are employed. For example, you could be:
• full time (permanently employed, or on a termly or yearly contract)
• part time (permanently employed or on a temporary contract)
• freelance or peripatetic (working for several organisations and travelling to different locations)
• self-employed (working for yourself and invoicing for work done, without the benefits of being an employee, and possibly requiring business insurance)
• sessional or variable (hourly paid, or on a zero hours contract and just called in when needed)
• supply (providing temporary cover for absent staff via an agency)
• voluntary (unpaid)
• work based (training others in your place of work or their place of work).
The type of contract you are on will determine whether you have time during your working hours for administrative duties, preparation and marking. Not all teachers automatically have this time included. A teaching career requires dedication; you will need to be prepared to work hard and to commit your own time to the role, particularly if you are part time or sessional. Even though you might feel you will get a good hourly rate of pay, you have to take into account that this rate covers you for all the work you do which is outside of these hours. Most organisations now work throughout the year, therefore don’t expect to have long breaks like schools do.
When applying for a job, try and resist the temptation of taking whatever might be offered to you. Sadly, there are some organisations that are more focused upon reaching targets and obtaining funding, than the quality of the teaching and learning experience offered. This might not lead to a happy working environment, and you could feel pressured to do things you know are wrong. You could ask what the quality procedures are in the organisation. If there is a good system for supporting staff and ensuring a quality service, it should show the organisation is committed to learning, and not just focused on reaching targets. However, it’s always best if you can, to talk to people who currently work in the organisation to find out how it operates.
If you are attending a teacher training course at the moment, you could talk to your teacher and ask them if they know of any teaching opportunities, either now or that might occur in the future. You could even ask if you could sit in on a session which is being delivered in your specialist subject area. This will help you see what is involved, and you could make some useful contacts. You could offer to do some voluntary teaching or to support the current teacher in some way. This would give you some great experience which could help in the future.
Example
Fatima is working towards a teacher training qualification and needs to carry out a certain number of teaching practice hours with learners. She is working full time as an office manager and often carries out training activities with staff on a one-to-one basis. Her teacher has told her that some of this can be classed as teaching practice; however, she also needs to demonstrate she can work with groups. Fatima approached the local college, which said she can sit in on some sessions of the Office Administration course. Fatima hopes that she can then offer to deliver some sessions on a voluntary basis and use this towards her teaching practice. She also hopes to gain some valuable work experience and make some useful contacts at the college. Her aim is to teach evening classes part time in a college environment.
Websites advertising teaching and training jobs
There are many websites available which advertise teaching and training jobs. You might find it useful to look at some of the following and sign up for their job alerts. The following websites were live at the time of publication.
www.cv-library.co.uk/search/teaching-jobs
www.jobbydoo.co.uk/further-education-jobs
There might also be relevant forums on professional social networking sites such as LinkedIn (www.linkedin.com) which you might like to join.
Progression
When you are nearing completion of your teaching qualification, you will need to consider how you wish to progress further. You may find it useful to summarise your learning and create an action plan. This could be a list of your strengths and achievements so far, aspects you would like to develop or improve, and how you aim to work towards accomplishing them.
Other things you might like to consider include:
• applying for a professional teaching status if one exists in your country
• applying for a promotion
• attending relevant courses to update your skills and knowledge
• carrying out a work placement
• offering to mentor a colleague
• self-assessing your progress and development towards relevant teaching standards or codes of practice
• working towards a higher level teaching qualification.
If you are not currently teaching, you might like to consider how you can apply for a teaching position.
Professional teaching status
It might be possible for you to gain a professional teaching status which confirms your commitment to your role. This may differ depending upon your qualifications and experience. In England, it’s possible to apply for Qualified Teacher Learning and Skills status (QTLS) if you work in the FE and skills sector.
QTLS status is a voluntary process which demonstrates your commitment to being a professional teacher. It is gained by being a paid member of the professional association the Society for Education and Training (SET), which is part of the Education and Training Foundation (ETF). Gaining QTLS status gives parity with the Qualified Teacher Status (QTS) in schools, enabling you to teach in a school or an academy should you wish (this is recognised in English law). However, you do need to have at least a level 5 teaching qualification, be able to demonstrate your English and maths to at least level 2, and pay the required application fee. There is also a recognition route for teachers who do not hold a level 5 teaching qualification, but have substantial teaching experience.
Holding QTLS status could help you in your career progression, and you can be added to the SET’s online professional status register. Please see this link for details of QTLS status: https://set.et-foundation.co.uk/professionalism/qtls/
Extension activity
If you are currently teaching, find out if there is a professional teaching status you could apply for, such as QTLS in England, once you are qualified and experienced.
If you are not yet teaching, find out where your local colleges or training organisations are. Have a look at their websites or contact them to ask how you could obtain a teaching position. Find out what qualifications and/or experience they expect you to have. If they have any positions available, ask for an application form. If they don’t, ask if you can send them your curriculum vitae for them to keep on file, or ask if there are any voluntary teaching opportunities available. Don’t be put off by rejection, you need to persevere and stay positive. Alternatively, you could consider delivering some training to colleagues or new staff in your current place of work.
Evidence-based practice
Evidence-based practice is about using what works best when teaching a particular topic or subject. Evidence is confirmation or proof of something, but how do you know what works best if you are a new teacher?
You could try the following:
• talking to other teachers and experts. Discussing what you have done and why it did or did not work. Finding out what they do, why they do it, and why what they do works.
• researching what has been done before. There are many journal papers and books written by educational experts who have tried and tested different ways of doing things. However, there might equally be other experts who contradict them.
• trying something out with your learners, for example, from the research you have read, seeing if it works or not, and considering why. However, what works with one learner or group might not work with another. Don’t be put off trying, you can adapt and keep experimenting. You can even be honest with your learners and tell them you are trying something new and would like their feedback.
• carrying out research yourself, for example, you might have to do this as part of a teaching qualification you are taking.
• reviewing what you do and reflecting upon each experience you have, comparing this to research.
If you are a new teacher, you might not really have anything on which to base what you will do when you have your own learners, other than your past experiences as a learner yourself. These experiences might have been positive, for example, a college course with a friendly and helpful teacher. Alternatively, they could have been negative, for example, a school class with a domineering teacher. You will know what worked and did not work for you. However, you can’t base how you will teach, on how you were taught, as all situations are different. You also can’t teach everyone the same thing at the same time, as learning takes place in different ways and at different times. This is what makes the role of a teacher challenging but interesting. As you progress through this book, you will find out lots of ways of doing things. However, you need to find out what works for you and your learners, in a way that you all feel comfortable with.
Activity
If you have access to the internet, take a look at one or more of the case studies at this shortcut link: http://tinyurl.com/zdat6fw.
Can you use any of the ideas for your own subject? If so, how?
Never be afraid of asking for help, advice and support. There should be colleagues, supervisors and other staff who could help you. Don’t think that you have to know everything. It’s fine to admit you don’t know something and that you would like the benefit of someone else’s expertise. It could be that the organisation in which you will teach uses an observation process to support their staff. The person will be able to see you in action with your learners and will give you feedback. Their advice should be based on evidence of what works as they will be experienced specialists. Don’t be afraid to ask them some questions and find out what books and research they would recommend you could read.
Example
Alex is a fairly new teacher in a college, having worked there for six months teaching numeracy skills. His organisation uses a system of peer observations to help support each other and share good practice. Jon, another maths teacher, observed one of Alex’s sessions. In Jon’s feedback, he stated ‘You had high expectations of all your learners and took into account their prior knowledge. You were able to set challenging tasks, and all learners were engaged during the session. However, you need to use formative assessment more to ensure learning is taking place by each individual’. This enabled Alex to ask Jon how he used formative assessment with his learners. This led to an interesting and helpful discussion of evidence-based practice.
Whatever you do, sometimes things will go wrong, or something you had planned to do just won’t work. Don’t panic, just be honest with yourself and your learners, and don’t bluff your way out of something. Afterwards, make a note of what went well, and what didn’t go well. You can then use this to help evaluate your session and reflect on how you could do things differently next time. You will develop your own strategies as time progresses, and you will also learn from your own experiences.
Extension activity
Research more about what evidence-based practice involves. This could be via the internet by keying in ‘evidence-based practice’ into an online search engine. Alternatively, it could be by discussing the topic with colleagues, reading current educational research, or visiting a library and reading relevant textbooks or journal articles.
Self-assessment checklist
Do I know about the following?
If not, re-read this chapter, or research the texts and websites listed at the end.
□ How to use this book
□ What the FE and skills sector is
□ The subject I will teach, to whom and in what context
□ The teaching qualifications I can work towards
□ The ways I might be assessed for a teaching qualification
□ The standards which teachers can aspire to
□ How to study in an effective way
□ How to write in an academic style
□ How to cite text and reference work
□ How to apply for a teaching or a training role
□ How to progress further once I have achieved my goals
□ The importance of evidence-based practice upon my role
Summary
This chapter has explored the further education and skills sector and how to become a teacher or a trainer.
You should now be able to explore aspects in more detail, perhaps by working towards a relevant qualification and/or applying for a teaching role. You should also know how to progress further once qualified and experienced.
You might like to carry out further research by accessing the books and websites listed at the end of this chapter, particularly if you are working towards a higher level teaching qualification.
This chapter has covered the following topics:
• The structure of the book
• The further education and skills sector
• Qualifications and standards for teachers and trainers
• Study skills, academic writing and referencing
• Obtaining a teaching position and progressing further
• Evidence-based practice
References and further information
Burton, D. and Bartlett, S. (2009) Key Issues for Education Researchers. London: SAGE.
Castle, P. and Buckler, S. (2009) How to be a Successful Teacher. London: SAGE.
Clark, R.C. (2015) Evidence-Based Training Methods: A Guide for Training Professionals (2nd edition). ATD Press.
Curtis, W. and Ward, S. (2013) Education Studies: An Issue Based Approach London: Learning Matters SAGE.
Curzon, L.B. and Tummons, J. (2013) Teaching in Further Education (7th edition). London: Bloomsbury.
Denscombe, M. (2014) The Good Research Guide. Maidenhead: Open University Press.
Gravells, A. (2015) Principles and Practices of Assessment. London: SAGE Learning Matters.
Gravells, A. (2016) Principles and Practices of Quality Assurance. London: SAGE Learning Matters.
Gravells, J. and Wallace, S. (2013) An A-Z Guide to Working in Further Education. Northwich: Critical Publishing Ltd.
Hargreaves, S. and Crabb, J. (2016) Study Skills for Students with Dyslexia. London: SAGE.
Malthouse, R. and Roffey-Barentsen, J. (2013) Academic Skills: Contemporary Education Studies. London: Thalassa Publishing.
Pears, R. and Shields, G. (2013) Cite them right: The Essential Referencing Guide. Basingstoke: Palgrave Macmillan.
Petty, G. (2009) Evidence Based Teaching: A Practical Approach (2nd edition). Cheltenham: Nelson Thornes.
Tummons, J. (2014) A to Z of Lifelong Learning. Berkshire: Open University Press.
Tummons, J. (2010) Becoming a Professional Tutor (2nd edition). Exeter: Learning Matters.
Websites
Ann Gravells: information and resources – www.anngravells.com
Association for Research in Post-Compulsory Education (ARPCE) – http://arpce.org.uk
Association of Colleges (AOC) – www.aoc.co.uk
Association of Employment and Learning Providers (AELP) – www.aelp.org.uk
Chartered Institute for Educational Assessors (CIEA) – http://ciea.org.uk/
Chartered Institute of Personnel and Development (CIPD) – www.cipd.co.uk
Chartered Institution for Further Education – www.fecharter.org.uk
Colleges Northern Ireland (CNI) – www.anic.ac.uk
Commission on Adult Vocational Teaching and Learning (CAVTL) It’s about work … Excellent adult vocational teaching and learning – https://tinyurl.com/l6pbv3e
Council for the Curriculum, Examinations and Assessment (CCEA) – http://ccea.org.uk
Department for Employment and Learning (DEL Northern Ireland) – https://www.delni.gov.uk
Education and Skills Funding Agency (ESFA) – https://tinyurl.com/mdrltn8
Education and Training Foundation (ETF) – www.et-foundation.co.uk
FE Advice – www.feadvice.org.uk
Federation for Industry Sector Skills and Standards (FISSS) – http://fisss.org
General Teaching Council for Northern Ireland (GTCNI) – www.gtcni.org.uk
Institute of Training and Occupational Learning (ITOL) – www.itol.org
Learning and Work Institute (LWE) – www.learningandwork.org.uk
National Education Union (NEU) – www.neu.org.uk
Ofqual – www.ofqual.gov.uk
Ofsted – www.ofsted.gov.uk
Qualifications Wales – www.qualificationswales.org
Reading list for research and study skills – www.anngravells.com/reading-lists/research-and-study-skills
Referencing styles – https://tinyurl.com/lupu2bo
Scottish Qualifications Authority (SQA) – https://tinyurl.com/musjcze
Society for Education and Training (SET) – https://set.et-foundation.co.uk
Study skills – www.back2college.com/top10studytips.htm
www.barry.edu/pace/current-students/resource-guide/study-skills.html
www.educationcorner.com/study-skills.html
University and College Union (UCU) – www.ucu.org.uk
