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This book offers unique insights into the impact of the rise of a
managerialist culture in Further Adult and Vocational Education
(FAVE) in England. It will also raise awareness of the consequences
of the imposition of top-down models of educational change and
improvement upon the practices of educational leaders, middle and
senior managers and policy professionals across the FAVE sector.
The overall aim of this book is to understand the language,
policies, values and approaches currently espoused in post-16
learning. Often these are driven by, or measured by,
technical-rational approaches which can have a negative impact on
individuals working in the sector, lead to a narrowing of the
curriculum and range of assessment opportunities, and do not
support student progression. The authors propose tentative,
researched, and evidence-based suggestions for new ways of working
which might, ultimately, have a significant benefit to post-16
learning. The book will appeal to those engaged in researching
education - either as academics, policy makers, trainees, or
practitioners who are interested in ways of reflecting on,
researching into, and improving practice.
This book offers unique insights into the impact of the rise of a
managerialist culture in Further Adult and Vocational Education
(FAVE) in England. It will also raise awareness of the consequences
of the imposition of top-down models of educational change and
improvement upon the practices of educational leaders, middle and
senior managers and policy professionals across the FAVE
sector. The overall aim of this book is to understand the
language, policies, values and approaches currently espoused in
post-16 learning. Often these are driven by, or measured by,
technical-rational approaches which can have a negative impact on
individuals working in the sector, lead to a narrowing of the
curriculum and range of assessment opportunities, and do not
support student progression. The authors propose tentative,
researched, and evidence-based suggestions for new ways of working
which might, ultimately, have a significant benefit to post-16
learning. The book will appeal to those engaged in researching
education – either as academics, policy makers, trainees, or
practitioners who are interested in ways of reflecting on,
researching into, and improving practice.
The definitive textbook for reflective professionals in further,
adult and vocational education. Now updated with the latest
research, the book offers extensive support for trainee and
practising teachers in a variety of settings, for both
practice-based training and career-long professionalism. Written by
a collaborative author team of sector experts led by Maggie Gregson
and Sam Duncan, Reflective Teaching in Further, Adult and
Vocational Education offers two levels of support: - practical
guidance for practitioner success, with a focus on the key issues
including planning and assessing learning and collaborative
approaches to reflective practice - evidence-informed 'principles'
to aid understanding of how theories can effectively inform and
develop teaching practices In addition to new case studies from a
wider range of settings than ever before, the new edition offers
broader national and international coverage, greater emphasis on
work-based learning, and more ideas for exploring classroom
communication and meeting a wider range of learner needs. Readings
for Reflective Teaching in Further, Adult and Vocational Education
directly compliments this book, providing access to key texts,
working as a compact and portable library. reflectiveteaching.co.uk
provides a treasure trove of additional support, including
supplementary sector-specific material for considering questions
around society's educational aims.
The definitive textbook for reflective professionals in further,
adult and vocational education. Now updated with the latest
research, the book offers extensive support for trainee and
practising teachers in a variety of settings, for both
practice-based training and career-long professionalism. Written by
a collaborative author team of sector experts led by Maggie Gregson
and Sam Duncan, Reflective Teaching in Further, Adult and
Vocational Education offers two levels of support: - practical
guidance for practitioner success, with a focus on the key issues
including planning and assessing learning and collaborative
approaches to reflective practice - evidence-informed 'principles'
to aid understanding of how theories can effectively inform and
develop teaching practices In addition to new case studies from a
wider range of settings than ever before, the new edition offers
broader national and international coverage, greater emphasis on
work-based learning, and more ideas for exploring classroom
communication and meeting a wider range of learner needs. Readings
for Reflective Teaching in Further, Adult and Vocational Education
directly compliments this book, providing access to key texts,
working as a compact and portable library. reflectiveteaching.co.uk
provides a treasure trove of additional support, including
supplementary sector-specific material for considering questions
around society's educational aims.
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