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Teaching and Training in Post-compulsory Education 3rd edition [Hardback]

3.90/5 (21 ratings by Goodreads)
  • Formāts: Hardback, 304 pages, height x width x depth: 251x175x24 mm, weight: 719 g, ill
  • Izdošanas datums: 16-Dec-2007
  • Izdevniecība: Open University Press
  • ISBN-10: 0335222684
  • ISBN-13: 9780335222681
Citas grāmatas par šo tēmu:
  • Formāts: Hardback, 304 pages, height x width x depth: 251x175x24 mm, weight: 719 g, ill
  • Izdošanas datums: 16-Dec-2007
  • Izdevniecība: Open University Press
  • ISBN-10: 0335222684
  • ISBN-13: 9780335222681
Citas grāmatas par šo tēmu:
“This should be essential reading for anyone involved in the training and professional development of early years practitioners. The book features clear definitions, summary charts, case studies, reading lists and exercises. I particularly liked the stimulating ‘ideas galleries’ with their statements from researchers, policy-makers and practitioners around the world.” Nursery World "sensibly structured and easily assimilated. The blueprint for each chapter is soon established: each has an introduction and tasks are planned coherently. Themes can be followed through and it is easy to make connections between topics in different chapters..." Talisman, March 2004 Teaching and Training in Post-Compulsory Education is the definitive textbook on learning, teaching, resources, assessment and course planning in all areas of post-compulsory education. This new edition has been thoroughly revised and updated to include recent initiatives and developments in PCE including: The growth of vocationalism in educationCurriculum 2000New curricula in nurse training and police trainingFoundation degreesThe Learning and Skills CouncilsAppropriate FENTO standards are detailed in each chapterThe authors examine key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, discussion and examples of student work. Popular features of the previous edition such as the chronology of PCE have been retained and fully updated. The book examines the breadth of post-compulsory education from A-level, Further Education and vocational colleges through to private and public industry and commerce training. Designed primarily for use on the Certificate in Education (Post-Compulsory), the book is also used widely on training courses including the Postgraduate Certificate in Education, City & Guilds Further and Adult Education Teachers Certificate. It is key reading for students at all levels who are training to teach in post-compulsory education, teachers educators and trainers from industry and commerce.
Acknowledgements vii
Abbreviations viii
Introduction 1(3)
Working in post-compulsory education
4(29)
What is
Chapter 1 about?
4(1)
Contested concepts of professionalism in PCE
5(10)
Three educational thinkers
15(7)
The `triumph' of vocationalism
22(11)
The lifelong learning teacher: learning and developing
33(27)
What is
Chapter 2 about?
33(1)
Teacher learning and development
34(2)
Continuing professional development
36(1)
Initiatives supporting CPD
37(4)
Strategies for CPD
41(19)
Student learning in post-compulsory education
60(28)
What is
Chapter 3 about?
60(1)
Factors affecting student learning
61(10)
Learning theories
71(6)
Effective learning
77(5)
Learner autonomy
82(6)
Teaching and the management of learning
88(20)
What is
Chapter 4 about?
88(1)
The planning process
89(9)
Managing the learning environment
98(10)
Resources for teaching and learning
108(35)
What is
Chapter 5 about?
108(1)
What is a learning resource?
109(2)
The effective use of learning resources
111(2)
The organization of learning resources
113(1)
Audio-visual learning resources
114(7)
IT learning resources
121(11)
The production of learning resources
132(1)
Open and flexible learning
133(10)
Assessment
143(35)
What is
Chapter 6 about?
143(1)
Assessment: ourselves and our students
144(3)
Referencing
147(2)
Assessment techniques
149(3)
Evidence-based assessment
152(12)
Assessment for learning
164(3)
Reviewing, recording and reporting achievement
167(11)
Exploring the curriculum
178(33)
What is
Chapter 7 about?
178(1)
What is the curriculum?
178(6)
What are the key features of our courses?
184(6)
What ideologies (values, assumptions and purposes) underpin our courses?
190(5)
The 14-19 reforms
195(11)
Where do you stand so far?
206(5)
Course design, development and evaluation
211(31)
What is
Chapter 8 about?
211(1)
Designing and developing your course
211(13)
Evaluating your course
224(6)
Scrutinizing your course
230(12)
Developments in post-compulsory education
242(32)
What is
Chapter 9 about?
242(2)
The purpose of the chronology
244(1)
A chronology of post-compulsory education
245(24)
A note on comparative chronologies
269(5)
Bibliography 274(13)
Index 287
Andy Armitage is Head of the Department of Post-Compulsory Education, Canterbury Christ Church University.





Robin Bryant is Head of the Department of Crime and Policing Studies, Canterbury Christ Church University





Richard Dunnill is Head of Education, Institute for Education Policy Research, Staffordshire University





Karen Flanagan works at Kent County Council.





Dennis Hayes is Head of the Centre for Professional Learning, Canterbury Christ Church University. During 2006-7, he was joint president of the University and College Union





Alan Hudson is Director, Leadership Programme for China, University of Oxford





Janis Kent is Curriculum Manager for Professional Studies and Learning Resources at Orpington College.





Shirley Lawes is Subject Leader, Modern Foreign Languages, School of Culture, Language and Communication, University of London, Institute of Education





Mandy Renwick is Lecturer, Cardiff School of Education, UWIC