The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for language and literacy. Coverage and assessment of the core has to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status. This book is a practical guide to language and literacy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own language and literacy skills and also to support their students′ language and literacy.

The Minimum Core for Language and Literacy: Knowledge, Understanding and Personal Skills (Achieving QTLS Series)

Education & Teaching

Appleyard, Nancy

Appleyard, Keith

Higher & Continuing Education

Learning Matters

<p>Communication is a key theme of the QTLS Standards. This accessible book helps readers to understand the theories and principles that underpin effective communication and apply this theory to improve their communication with learners, colleagues and others in professional life. It examines the environment of educational settings and looks at how individuals themselves communicate with the sector. It gives detailed advice on communication skills and promoting a supporting learning environment. It goes on to include notes on communicating for specific teaching situations, inclusion and working with colleagues. Finally, it covers resources for communication and their adaptation for different situations.</p>

Communicating with Learners in the Lifelong Learning Sector (Achieving QTLS Series)

Parenting & Relationships

Parenting

This essential text provides an accessible and up-to-date critical analysis of professionalism for student teachers and practitioners within the Further Education (FE) sector. Professional values, knowledge, understanding, and skills form the core of the standards against which teachers are measured and the framework for the teacher's development, starting with initial qualifications and progressing through a career long process of continual professional development (CPD). The book introduces a range of theoretical models and examples of professionalism. It examines the critical importance of self-awareness and understanding of others as the basis for effective professional relationships with learners. The application of professional values, knowledge, and skills, both in the teaching role and in the wider academic community, is discussed. Throughout, the reader is encouraged to relate the theories to their own professional values and practice and to reflect on their own levels of professionalism and CPD requirements.

The Professional Teacher in Further Education

Routledge

<p>This book looks at critical reflection as a key skill for all teachers in further education (FE) and as an important part of the UK's new Professional Standards. In particular, the text explores key themes - of self-awareness, planning, managing behavior, and continuing professional development - in relation to reflective practice, to demonstrate how it can support those areas of teaching that most often cause concern. The limitations and benefits of reflection are analyzed, and action research is identified as an important facet in developing professional reflective practice, which can in turn enhance both the personal and professional life of FE teachers. The book draws on other disciplines - such as philosophy, anthropology, science, and literature - in order to encourage a wider and deeper understanding of reflective practice. It includes practical examples and case studies to contextualize the theory and relate it clearly to practice. It also offers critical thinking activities in order to develop critical skills and consolidate learning. *** Librarians: ebook available on ProQuest and EBSCO (Series: Further Education) [Subject: Education]</p>

Reflective Teaching and Learning in Further Education

Critical Publishing

Teachers in all sectors of education are faced with the ongoing task of planning lessons. Beginning teachers can struggle to get their heads around what is involved at a time when they are managing new information and skills, while experienced teachers are usually busy professionals with very little time. This book offers a time-saving, practical guide to support and develop lesson planning. Designed to be read over a week, the book is divided into seven chapters, each detailing clear strategies, examining the strategy in action, and summarising the relevant underpinning theory. (Series: Getting it Right in a Week) [Subject: Education]

Lesson Planning: Getting it Right in a Week

Schools & Teaching