One of my main motivations in undertaking Advanced Teacher Status (ATS) was to take the opportunity to take a step back from my practice and devote some time to reading, research and reflection, writes Dr Alison Drew, who works in women’s prisons for St Giles Trust.
My role with St Giles Trust involves training peer workers in prisons to deliver professional advice and support services for other prisoners, in areas such as housing, substance misuse, foreign national issues, diversity and prison law.
My learners are trusted, security cleared prisoners studying for Level 3 and sometimes Level 4 qualifications in Advice and Guidance, including modules that require them to evaluate their own practice as advisers and set goals for personal development. In parallel with developing my own reflective practice as a teacher, I have for some time been encouraging my learners to become reflective practitioners in their advice and support roles.
This resource is member-only content.
Dive into the world of wellbeing-driven productivity and discover how it can transform your work life in this recorded webinar.
In this blog, PhD student Maureen O’Callaghan, MSET, discusses her research insights on business education and sustainability.
In this article, Stephanie Power, Lead Learning and Development Practitioner at Riverside College Group , identifies the training needs of post-16 early career teachers and newly qualified teachers and proposes a differentiated CPD model.