A Guide to the Diploma in Teaching and Related Qualifications

Level 5 and beyond
1. Auflage 2025
ISBN: 978-1-916925-55-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 296 Seiten, Format (B × H): 246 mm x 174 mm, Gewicht: 530 g

This one-stop resource for trainee teachers within the Further Education and Skills Sector (FES) incorporates all the core requirements of the new Diploma in Teaching (DiT) for FES. Also, fully linked to the occupational and professional standards developed for the FE teaching landscape.

This book provides both new and existing teachers with information and support for a career in the sector, as it is fully aligned with the latest government requirements. It emphasises what it means to be a teacher, the centrality of the learner, and the need for teaching to be less about the process and more about the personal.

Content delves into a greater focus on subject-based pedagogy and on placements, as well as in-depth coverage of topics related to SEND, digital and online pedagogies, planning teaching and learning and the final assessment/viva.

For readers to engage in critical reflection and apply knowledge to practice, the text is packed with critical thinking tasks at level 5 and extension tasks for those working at levels 6 and 7. Evidence-informed practice and research also underpin each chapter.

Key features:

- Covers all level 5 and beyond qualifications for the sector, incorporating the Diploma in teaching and the Level 5 apprenticeship standards

- Maps to the sector’s occupational standards and professional standards and includes information on placements and the final assessment / viva

- Responds to the new emphases on subject pedagogy and the centrality of the learner in the learning process

- Built in development with extensions to levels 6 and 7

- Fully embraces digital and online pedagogies

Zielgruppe

Professional Training

Autoren/Hrsg.

Sherman, Heather

Senior, Lynn

I-Hui Chen, Joyce

Barnes, Neil

Clarke, Scott

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

PART 1: INTRODUCTION Glossary  Chapter 1 The FES sectorA Brief history and overview of the sector   Routes into teaching post-14 (Level 5 and above) Professional standards   Occupational standards   ATLS/QTLS   The inspection process PART 2 LEARNERS AND LEARNING   Chapter 2 THE FES learner The Learner and their characteristics   The post 14 educational offer (BTEC, A Level, apprenticsehips etc)   Embedding of English and mathematics   Legal and Regulatory Practices (SEND/PREVENT) Chapter 3 SEND in the FES Sector  What is a SEND learner?    Range of needs and characteristics of the SEND learner, recognizing SEND in the classroom    Inclusive practice for the SEND Learner Chapter 4 The emotional health of the learner Mental health and well-being - definitions   Trauma informed pedagogy Behavioural issues such as Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)   Anxiety, Depression   Eating disorders   Self harm   Post-Covid issues   Recognising and supporting young people with mental health   Signposting Chapter 5 The learning processContemporary learning theory and neuroscience   Role and currency of research and evidence   Application of theory to practice   Encouraging learners to be independent and aim high PART 3 TEACHERS AND TEACHING  Chapter 6 The FES Teacher  The role and responsibilities of a teacher    What makes a good teacher?    Working with and learning from other teachers    Other sources of support    The dual professional Chapter 7 Planning for teaching and learning  Rigorous curriculum thinking and Curriculum for inclusive practice    Person-centred approach    Planning and delivering sessions    Developing inclusive resources to meet learner needs.    Teacher expectations of learners including classroom management    F2F and remote delivery    Assessment and feedback   The Reflective Teacher   Effective Communication Chapter 8 Inclusive teachingEquality, Inclusion and Diversity in teaching  Decolonising the curriculum CHAPTER 9 Effective digital and on-line pedagogies Range of Ed Tech   AI, AR, VR etc   Managing digital delivery  On-Line pedagogies   Digital technologies legal and regulatory responsibility PART 4 PROFESSIONAL PRACTICE FOR THE TEACHER  Chapter 10 Teaching practice requirements Preparation for placement

Über Autor(innen)

Lynn Senior has held a variety of teaching and management roles in further and higher education. She was the Director of the Education and Training Consortium, University of Huddersfield, for four years and has a total of over 30 years’ experience within the sectors.

Neil Barnes is the Head of Professional Accreditation and Quality in the Faculty for Education, Health and Human Sciences at the University of Greenwich.

Joyce I-Hui Chen has worked in a range of educational sectors for more than 20 years, abroad and in the UK. She is a quality enhancement manager at the College of West Anglia, managing initial teacher education programmes, a LSRN co-convenor for East Anglia and one of the co-founders of CWARIF (the College of West Anglia Research and Innovation Forum).

Scott Clarke is the centre manager and programme leader for teacher education at the City of Liverpool College where he leads and teaches on both the pre-service and in-service Cert Ed and PGCE.

Heather Sherman has over a decade of experience working in the secondary and further education and skills sectors, starting her career as a secondary history teacher.