If you have any sort of interest in the work of further education (FE) and have committed some time to platforms such as Twitter, and publications like the Times Educational Supplement, you will have undoubtedly seen an increased level of interest being foregrounded in articles, threads and tweets raising attention to research work in and around FE, writes Gary Husband, University of Stirling, and Sam Jones, Bedford College.
As two researchers with an interest in the sector; one who currently works in the sector and is a PhD student, and one who previously worked in FE and now leads research from the university sector, we consider the question ‘why all the fuss about research and FE?’ By exploring some of our own experiences we aim to look at the movement of research on FE and possible futures of research in the sector.
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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’.