Guide to the Diploma in Teaching and Related Qualifications
portes grátis
Guide to the Diploma in Teaching and Related Qualifications
Level 5 and beyond
Chen, Joyce; Barnes , Neil; Sherman, Heather; Senior, Dr. Lynn; Clarke, Scott
Critical Publishing Ltd
01/2025
192
Mole
9781916925557
Pré-lançamento - envio 15 a 20 dias após a sua edição
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PART 1: INTRODUCTION
Glossary
Chapter 1 The FES sector
A 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 process
Contemporary 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 teaching
Equality, 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
Curriculum planning and review
Lesson planning and adaptations to include adaptive teach ing
Planning and conducting assessment
Using assessment to inform planning
Assessment feedback and advice/guidance
Application of evidence-based methods - theory into practice
Managing and supporting learners including behaviour
Chapter 11 Teaching my subject
Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)
Threshold concepts and troublesome knowledge
Required wider/prerequisite knowledge
Embedding maths and English
Developing and maintaining subject expertise
Chapter 12 Education for sustainable development
Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism
Chapter 13 Research and scholarship
Evidence based practice
Ensuring currency in subject area
Application of research and evidence based to practice and own CPD
Progression and further qualifications
APPENDICES
Glossary
Chapter 1 The FES sector
A 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 process
Contemporary 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 teaching
Equality, 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
Curriculum planning and review
Lesson planning and adaptations to include adaptive teach ing
Planning and conducting assessment
Using assessment to inform planning
Assessment feedback and advice/guidance
Application of evidence-based methods - theory into practice
Managing and supporting learners including behaviour
Chapter 11 Teaching my subject
Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)
Threshold concepts and troublesome knowledge
Required wider/prerequisite knowledge
Embedding maths and English
Developing and maintaining subject expertise
Chapter 12 Education for sustainable development
Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism
Chapter 13 Research and scholarship
Evidence based practice
Ensuring currency in subject area
Application of research and evidence based to practice and own CPD
Progression and further qualifications
APPENDICES
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
DiT; level 5 6 and 7; education and training courses; level 5 teacher training; further education and skills sector; FES; teaching further education; teaching skills development; teaching placements; SEND; planning teaching and learning; digital and online pedagogies; subject-based pedagogy; teacher training in FE; Diploma in Teaching; postgraduate teacher training; level 5 education flexible courses
PART 1: INTRODUCTION
Glossary
Chapter 1 The FES sector
A 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 process
Contemporary 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 teaching
Equality, 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
Curriculum planning and review
Lesson planning and adaptations to include adaptive teach ing
Planning and conducting assessment
Using assessment to inform planning
Assessment feedback and advice/guidance
Application of evidence-based methods - theory into practice
Managing and supporting learners including behaviour
Chapter 11 Teaching my subject
Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)
Threshold concepts and troublesome knowledge
Required wider/prerequisite knowledge
Embedding maths and English
Developing and maintaining subject expertise
Chapter 12 Education for sustainable development
Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism
Chapter 13 Research and scholarship
Evidence based practice
Ensuring currency in subject area
Application of research and evidence based to practice and own CPD
Progression and further qualifications
APPENDICES
Glossary
Chapter 1 The FES sector
A 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 process
Contemporary 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 teaching
Equality, 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
Curriculum planning and review
Lesson planning and adaptations to include adaptive teach ing
Planning and conducting assessment
Using assessment to inform planning
Assessment feedback and advice/guidance
Application of evidence-based methods - theory into practice
Managing and supporting learners including behaviour
Chapter 11 Teaching my subject
Curriculum development, Pedagogic Content Knowledge (to include vocational pedagogies)
Threshold concepts and troublesome knowledge
Required wider/prerequisite knowledge
Embedding maths and English
Developing and maintaining subject expertise
Chapter 12 Education for sustainable development
Modelling sustainable practices and sustainable development principles, values and goals in relation to your subject specialism
Chapter 13 Research and scholarship
Evidence based practice
Ensuring currency in subject area
Application of research and evidence based to practice and own CPD
Progression and further qualifications
APPENDICES
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
DiT; level 5 6 and 7; education and training courses; level 5 teacher training; further education and skills sector; FES; teaching further education; teaching skills development; teaching placements; SEND; planning teaching and learning; digital and online pedagogies; subject-based pedagogy; teacher training in FE; Diploma in Teaching; postgraduate teacher training; level 5 education flexible courses
