Further Education (FE) colleges in the UK are in a constant changing landscape to meet ‘urgent’ priorities from government initiatives, educational foci, skills needs of employers and industrial policy changes, writes Joyce I-Hui Chen, Lecturer in Professional Development and Teacher Education at the College of West Anglia, Norfolk.
‘FE colleges have led the way in listening and responding to the voices of their students and of local employers, but there are other voices that deserve to be heard: the voices of tutors. Politicians are convinced of the efficacy of student voices in improving TLA, yet they remain deaf to the voices of those who have the most power to enhance the quality of TLA: educators’ (Coffield, 2017, p.47).
FE college lecturers are often required to ‘keep up-to-date’ with these changes in a limited amount of time and expected to ‘embed’ them in their teaching to ensure that learners benefit from these initiatives and policies. Essentially, these priorities contribute to the inspection framework for teaching, learning and assessment (Coffield, 2008; Coffield and Williamson, 2012; Coffield, 2017; Daley, 2001).
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’.