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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The research culture in the Further Education (FE) and skills sector lags behind that seen in other professions. It’s time to come together to develop an evidence-informed profession, says Andrew Morris, chair of the Coalition for Evidence-Based education (CEBE) and an honorary associate professor at UCL Institute of Education.
Andrew Dowell, Head of Professional Status and Standards, and Berta Miguez-Lorenzo, Participant Experience Manager, host this one-hour webinar on everything to do with Advanced Teacher Status (ATS).
In this webinar, evidence-based teaching expert Geoff Petty is joined by Charlotte Bonner, the ETF’s National Head of Education for Sustainable Development (ESD). This article looks back at the webinar and offers fresh insights and answers to questions asked during the live session.