I’m still trying to get to grips with Ofsted’s dismissal of research “paucity” in the Further Education and Skills sector. I can confidently say that FE-based research is positively flourishing right now, and I’m proud to have made some small contributions to this, writes Suzanne Savage, doctoral researcher at the Centre for the Study of Practice and Culture at Birmingham University.
My own research journey began as a teaching and learning coach at a small FE college. Together with another member of staff, governors tasked me to increase the number of action plans completed by college lecturers. These action plans were meant to be filled in based upon feedback received after once-yearly observations. In practice, few action plans were completed, and those that were had been done as tick box exercises and buried deep in a folder, never used to develop one’s daily practice.
This resource is member-only content.
Chloë Hynes reflects on the year she undertook Advanced Teacher Status (ATS) and the emotions that came with it, from initial feelings of being overwhelmed to a pride in challenge herself and pushing boundaries.
Mark Hobson, former lecturer in Further Education (FE) and Higher Education (HE), teaching Maths, Statistics and Engineering Principles, explains why he believes learning styles must be taught as part of teacher training and not become a ‘box-ticking’ exercise.
In this blog, Charlotte Bonner, National Head of Education for Sustainable Development (ESD) at the Education and Training Foundation (ETF), discusses her insights from two sessions at the World Skills UK CPD event, ‘Developing excellence in teaching and training’.