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Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector [Kõva köide]

  • Formaat: Hardback, 576 pages, kõrgus x laius: 246x171 mm, kaal: 1150 g
  • Sari: Further Education and Skills
  • Ilmumisaeg: 08-Nov-2017
  • Kirjastus: Learning Matters Ltd
  • ISBN-10: 1473997127
  • ISBN-13: 9781473997127
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  • Formaat: Hardback, 576 pages, kõrgus x laius: 246x171 mm, kaal: 1150 g
  • Sari: Further Education and Skills
  • Ilmumisaeg: 08-Nov-2017
  • Kirjastus: Learning Matters Ltd
  • ISBN-10: 1473997127
  • ISBN-13: 9781473997127
Teised raamatud teemal:
The only all-encompassing guide to everything you need to know to teach and train in post compulsory education!

Written by bestselling author Ann Gravells, this is the complete go-to guide for anyone wanting to be (or working as) a teacher or trainer in the further education and skills sector, in the UK and beyond. It has all the information you need to work towards a qualification such as the Award, Certificate or Diploma in Education and Training. It is also relevant to anyone taking a Train the Trainer course, or an international teaching qualification.

The book takes you through all the information you need to know, opening up the topic for learning in an easily accessible way. Interactive activities are included throughout, along with real examples of teaching and training in practice. The book also includes examples of completed teaching documents.

This is a comprehensive text, covering:
  • The role of a teacher/trainer
  • Factors contributing to learning
  • Planning and facilitating learning for groups and individuals
  • Using technology and resources to support learning
  • Assessing learning
  • Quality assurance
  • Evaluation, reflection, and continuing professional development (CPD) 
  • Preparing for a micro-teach session and teaching/observed practice


The only all-encompassing guide to everything you need to know to teach and train in post compulsory education!
Acknowledgements ix
Author statement xi
Preface xiii
Introduction 1(31)
The structure of the book
2(2)
The further education and skills sector
4(3)
Qualifications and standards for teachers and trainers
7(11)
Study skills, academic writing and referencing
18(5)
Obtaining a teaching position and progressing further
23(4)
Evidence-based practice
27(5)
1 The role of a teacher
32(38)
Roles and responsibilities
33(8)
Wider professional practice
41(4)
Professional boundaries
45(5)
Promoting appropriate behaviour and respect
50(6)
Creating and maintaining a safe, supportive and effective teaching and learning environment
56(6)
Legal, regulatory requirements, and codes of practice
62(8)
2 Factors contributing to learning
70(40)
Teaching and learning environments
71(7)
Learner age ranges and modes of attendance
78(7)
Motivation
85(6)
Challenges
91(3)
Learning preferences and styles
94(5)
Teaching and learning theories, principles and models
99(11)
3 Supporting learning
110(35)
Employers and stakeholders
111(5)
Teachers and trainers
116(3)
Learners' needs and points of referral
119(11)
Barriers to learning
130(3)
Learning support assistants
133(3)
Initial and diagnostic assessment
136(9)
4 Planning and designing teaching and learning programmes
145(46)
The curriculum
146(7)
Aims and objectives
153(8)
Schemes of work
161(6)
Session plans
167(9)
Individual learning plans
176(3)
Induction, icebreakers and ground rules
179(12)
5 Managing and facilitating learning
191(59)
Managing learning
192(6)
Facilitating group learning
198(7)
Facilitating individual learning
205(5)
Coaching and mentoring
210(2)
Functional skills and wider skills
212(4)
Teaching and learning approaches and activities
216(34)
6 Communication
250(28)
The importance of communication
251(4)
Reading, writing, speaking and listening
255(6)
Verbal and non-verbal communication
261(4)
Barriers to communication
265(4)
Interpersonal and intrapersonal skills
269(2)
Theories of communication
271(7)
7 Resources
278(34)
Physical resources
279(6)
People as resources
285(3)
Creating and adapting resources
288(4)
Meeting the individual needs of learners through resources
292(4)
Visual presentations, handouts and worksheets
296(11)
Evaluating resources
307(5)
8 Technology enhanced teaching and learning
312(35)
The role of technology in teaching, learning and assessment
313(6)
Learning technology
319(3)
E-learning
322(8)
Social networking and social media
330(4)
Using digital technology
334(6)
Online safety and security
340(7)
9 Equality and diversity
347(34)
Equality and diversity
348(11)
Inclusive practice
359(5)
Differentiation
364(3)
Culture
367(2)
Discrimination
369(4)
Demonstrating good practice
373(8)
10 Assessing learning
381(38)
The purpose of assessment
382(5)
Assessment both on- and off-the-job
387(8)
Assessment types and methods
395(6)
Questioning techniques
401(3)
Minimising risks
404(3)
Making decisions and providing feedback
407(12)
11 Quality assurance
419(30)
Quality assurance in further education and skills contexts
420(1)
Internal quality assurance
421(9)
External quality assurance
430(6)
Minimising risks
436(3)
Appeals, complaints and disputes
439(2)
Standardisation of practice
441(8)
12 Evaluating and improving practice
449(36)
Evaluation in further education and skills contexts
450(2)
Obtaining data and gaining feedback
452(8)
Self-evaluation
460(3)
Reflective practice
463(2)
Theories of reflective practice
465(9)
Continuing professional development
474(11)
13 Delivering a micro-teach session
485(26)
Preparing for the session
486(5)
Planning the session
491(4)
Facilitating the session
495(3)
Assessing learning, making decisions and giving feedback
498(3)
Receiving feedback
501(4)
Evaluating the session
505(6)
14 Teaching practice
511(25)
What is teaching practice?
512(3)
The minimum core
515(6)
Preparing to be observed
521(5)
During the observation
526(3)
After the observation
529(2)
Evidencing teaching practice
531(5)
Appendices
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
Ann has been teaching, assessing and quality assuring in the FE and skills sector since 1983. Ann holds a Masters in Educational Management, a PGCE, a Degree in Education, and a Medal of Excellence for teaching. She is a Fellow of the Society for Education and Training, and holds QTLS status. Ann has been writing textbooks since 2006 which are mainly based on her own experiences as a teacher, and the subsequent education of trainee teachers. She aims to write in plain English to help anyone with their role. She creates resources for teachers and learners such as PowerPoints and handouts for the assessment, quality assurance, and teacher training qualifications which are available via her website. Ann has also worked for several awarding organisations producing qualification guidance, policies and procedures, training new staff, and carrying out the external quality assurance of teaching, assessment and quality assurance qualifications.

Ann is the author of the following text books:·        *The Award in Education and Training (2025) *Principles and Practices of Teaching and Training (2021)    *Principles and Practices of Quality Assurance (2016) *Achieving your Assessment and Quality Assurance Units (TAQA) (2014)     *Passing Assessments for the Award in Education and Training (2013) *Preparing to Teach in the Lifelong Learning Sector (2012)     *Passing PTLLS Assessments (2012) *What is Teaching in the Lifelong Learning Sector? (2012)     *Delivering Employability Skills in the Lifelong Learning Sector (2010)    *Delivering Adult Learning (2006)

She is co-author of:  *Achieving your Diploma in Teaching (FE & Skills) (2024)      *The Best Vocational Trainers Guide (2015) *The Certificate in Education and Training (2014) *Passing Assessments for the Certificate in Education and Training (2014) *Equality and Diversity in the Lifelong Learning Sector (2012) *Planning and Enabling Learning in the Lifelong Learning Sector (2010) *Passing CTLLS Assessments (2010)

She has edited:·        *50 Quality Improvement and Quality Assurance Approaches (2021)      *50 Assessment Approaches (2020) *50 Teaching and Learning Approaches (2019) *Achieving QTLS Status (2018) *Study Skills for PTLLS (2012)