| Acknowledgements |
|
ix | |
| Author statement |
|
xi | |
| Preface |
|
xiii | |
| Introduction |
|
1 | (31) |
|
The structure of the book |
|
|
2 | (2) |
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The further education and skills sector |
|
|
4 | (3) |
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Qualifications and standards for teachers and trainers |
|
|
7 | (11) |
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Study skills, academic writing and referencing |
|
|
18 | (5) |
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Obtaining a teaching position and progressing further |
|
|
23 | (4) |
|
|
|
27 | (5) |
|
|
|
32 | (38) |
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Roles and responsibilities |
|
|
33 | (8) |
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Wider professional practice |
|
|
41 | (4) |
|
|
|
45 | (5) |
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Promoting appropriate behaviour and respect |
|
|
50 | (6) |
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Creating and maintaining a safe, supportive and effective teaching and learning environment |
|
|
56 | (6) |
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Legal, regulatory requirements, and codes of practice |
|
|
62 | (8) |
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2 Factors contributing to learning |
|
|
70 | (40) |
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Teaching and learning environments |
|
|
71 | (7) |
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Learner age ranges and modes of attendance |
|
|
78 | (7) |
|
|
|
85 | (6) |
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|
91 | (3) |
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Learning preferences and styles |
|
|
94 | (5) |
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Teaching and learning theories, principles and models |
|
|
99 | (11) |
|
|
|
110 | (35) |
|
Employers and stakeholders |
|
|
111 | (5) |
|
|
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116 | (3) |
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Learners' needs and points of referral |
|
|
119 | (11) |
|
|
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130 | (3) |
|
Learning support assistants |
|
|
133 | (3) |
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Initial and diagnostic assessment |
|
|
136 | (9) |
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4 Planning and designing teaching and learning programmes |
|
|
145 | (46) |
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146 | (7) |
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153 | (8) |
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161 | (6) |
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167 | (9) |
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Individual learning plans |
|
|
176 | (3) |
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Induction, icebreakers and ground rules |
|
|
179 | (12) |
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5 Managing and facilitating learning |
|
|
191 | (59) |
|
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192 | (6) |
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Facilitating group learning |
|
|
198 | (7) |
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Facilitating individual learning |
|
|
205 | (5) |
|
|
|
210 | (2) |
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Functional skills and wider skills |
|
|
212 | (4) |
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Teaching and learning approaches and activities |
|
|
216 | (34) |
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|
|
250 | (28) |
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The importance of communication |
|
|
251 | (4) |
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Reading, writing, speaking and listening |
|
|
255 | (6) |
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Verbal and non-verbal communication |
|
|
261 | (4) |
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Barriers to communication |
|
|
265 | (4) |
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Interpersonal and intrapersonal skills |
|
|
269 | (2) |
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Theories of communication |
|
|
271 | (7) |
|
|
|
278 | (34) |
|
|
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279 | (6) |
|
|
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285 | (3) |
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Creating and adapting resources |
|
|
288 | (4) |
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Meeting the individual needs of learners through resources |
|
|
292 | (4) |
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Visual presentations, handouts and worksheets |
|
|
296 | (11) |
|
|
|
307 | (5) |
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8 Technology enhanced teaching and learning |
|
|
312 | (35) |
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The role of technology in teaching, learning and assessment |
|
|
313 | (6) |
|
|
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319 | (3) |
|
|
|
322 | (8) |
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Social networking and social media |
|
|
330 | (4) |
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334 | (6) |
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Online safety and security |
|
|
340 | (7) |
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347 | (34) |
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348 | (11) |
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359 | (5) |
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364 | (3) |
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|
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367 | (2) |
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|
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369 | (4) |
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Demonstrating good practice |
|
|
373 | (8) |
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381 | (38) |
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The purpose of assessment |
|
|
382 | (5) |
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Assessment both on- and off-the-job |
|
|
387 | (8) |
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Assessment types and methods |
|
|
395 | (6) |
|
|
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401 | (3) |
|
|
|
404 | (3) |
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Making decisions and providing feedback |
|
|
407 | (12) |
|
|
|
419 | (30) |
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Quality assurance in further education and skills contexts |
|
|
420 | (1) |
|
Internal quality assurance |
|
|
421 | (9) |
|
External quality assurance |
|
|
430 | (6) |
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|
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436 | (3) |
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Appeals, complaints and disputes |
|
|
439 | (2) |
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Standardisation of practice |
|
|
441 | (8) |
|
12 Evaluating and improving practice |
|
|
449 | (36) |
|
Evaluation in further education and skills contexts |
|
|
450 | (2) |
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Obtaining data and gaining feedback |
|
|
452 | (8) |
|
|
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460 | (3) |
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|
|
463 | (2) |
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Theories of reflective practice |
|
|
465 | (9) |
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Continuing professional development |
|
|
474 | (11) |
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13 Delivering a micro-teach session |
|
|
485 | (26) |
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Preparing for the session |
|
|
486 | (5) |
|
|
|
491 | (4) |
|
|
|
495 | (3) |
|
Assessing learning, making decisions and giving feedback |
|
|
498 | (3) |
|
|
|
501 | (4) |
|
|
|
505 | (6) |
|
|
|
511 | (25) |
|
What is teaching practice? |
|
|
512 | (3) |
|
|
|
515 | (6) |
|
|
|
521 | (5) |
|
|
|
526 | (3) |
|
|
|
529 | (2) |
|
Evidencing teaching practice |
|
|
531 | (5) |
|
|
|
|
1 Abbreviations and acronyms |
|
|
536 | (5) |
|
2 Checklist for teachers and trainers |
|
|
541 | (5) |
|
3 Tips for new teachers and trainers |
|
|
546 | (3) |
| Index |
|
549 | |