Mathematical skills play a fundamental role within post-16 further education (FE) and to individuals completing vocational qualifications, it is essential these skills are ‘fit for purpose’ and can be applied in a vocational setting, writes Louise Ford, PM Training Limited.
I have always questioned if tutors and students can work collaboratively to improve vocational pedagogy and how valuable can this be in improving learning and outcomes for learners? This was something I was very eager to explore within my Advanced Teacher Status (ATS) research.
The purpose of this study was to evaluate the benefits of applied contextualised mathematics in learning within post-16 FE, with a particular interest in what role this might play in promoting confidence and motivation to learn. Learners completing study programmes and apprenticeships participated in the research and provided an invaluable insight into the benefits of teaching and learning in a contextualised way.
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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’.