L. B. Curzon, formerly principal of colleges of FE in Chester and London, UK, was an experienced teacher with a background in economics and law.Jonathan Tummons is Professor of Education at Durham University, UK. His research and writing interests encompass higher, further, and professional education.

Tummons is to be praised for maintaining the depth and subtlety of Curzon's original work while bringing it up-to-date with relevant examples and recent references. Where other books mislead through over-simplification, Teaching in Further Education clearly explains complex concepts so that new teachers can better understand their context and develop their practice. Kevin Orr, Senior Lecturer in Education, University of Huddersfield, UK This edition, revised and updated by Jonathan Tummons, provides a rigorous and detailed text grounded in current themes and recent research. It will be a valuable resource to teachers and trainee teachers in the Further Education sector. Susan Wallace, Professor of Continuing Education, Nottingham Trent University, UK In this timely update, Jonathan Tummons has revised this classic, highly-respected text to meet the needs of a new generation of further education teachers whilst retaining the comprehensive and critical approach of the original. As in the previous editions, we are reminded that teachers in further education are critical, reflective beings who need a substantial body of theory and advice to support their initial training and their continuing professional development. Jonathan Tummons tells us that 'learning is learning to think'. As his welcome revision makes clear, this applies to teachers as well as to students. In contrast to many slim volumes currently available, this book treats its readers as thinking, critical professionals, rather than 'deliverers of learning'. This comprehensive text is a refreshing antidote to an outbreak of emaciated texts which regard teaching as little more than 'delivery' of content. Peter Scales, Senior Lecturer in Education, University of Derby, UK This welcome revised book just gets better and better! Brimming with great ideas and grounded in meaningful contemporary approaches, with its excellent blend oftheory and practice, it remains an essential read and certainly one I will dip into again and again. Vicky Duckworth, Senior Lecturer in Post-Compulsory Education and Training, Edge Hill University, UK

• PrefacePart I: An Overview of the Teaching-Learning Process1. Education, Teaching and Learning2. Defining and Understanding the Practice of TeachingPart II: Theories of Learning: Psychological Perspectives 3. Behaviourism4. Neo-behaviourism5. Gestaltism6. Cognitivism6. HumanismPart III: Theories of Learning: Social and Cultural Perspectives8. Learning as a Social Practice 9. Social Constructivism10. Communities of Practice11. Activity Theory and Expansive Learning12. Social and Cultural Research Perspectives on Further EducationPart IV: Communication and Control: The Essence of the Teaching-Learning Process13. Communication in Teaching and Learning14. Controlling and Managing Teaching-Learning Processes15. Aims, Objectives and Outcomes in Planning for Learning16. Taxonomies of LearningPart V: Managing the Teaching-Learning Process17. The Teacher as Manager and Leader18. Course and Curriculum Design and Content19. Theoretical and Practical Approaches to Learning and Knowing20. Motivating Students to Learn21. Managing Behaviour22. Working with Adult LearnersPart VI: Strategies and Techniques for Teaching and Learning23. Planning Lessons within Academic and Professional Contexts24. Planning Lessons within Vocational and Technical Contexts25. Planning for Student-Centred Learning and Teaching26. Working Alongside Other Professionals27. Audio-Visual Resources for Teaching and Learning28. E-learning and Blended Learning in Further EducationPart VII: Assessment and Evaluation30. Theories and Principles of Assessment31. Designing, Administering and Evaluating Assessment Tasks32. Reflective Practice and the Evaluation of TeachingPart VIII: Intelligence and Ability: Issues and Debates33. Conceptions of Intelligence34. Nature, Nurture and NeuroscienceEndnoteIndex

L. B. Curzon, formerly principal of colleges of FE in Chester and London, UK, was an experienced teacher with a background in economics and law.Jonathan Tummons is Professor of Education at Durham University, UK. His research and writing interests encompass higher, further, and professional education.

Tummons is to be praised for maintaining the depth and subtlety of Curzon's original work while bringing it up-to-date with relevant examples and recent references. Where other books mislead through over-simplification, Teaching in Further Education clearly explains complex concepts so that new teachers can better understand their context and develop their practice. Kevin Orr, Senior Lecturer in Education, University of Huddersfield, UK This edition, revised and updated by Jonathan Tummons, provides a rigorous and detailed text grounded in current themes and recent research. It will be a valuable resource to teachers and trainee teachers in the Further Education sector. Susan Wallace, Professor of Continuing Education, Nottingham Trent University, UK In this timely update, Jonathan Tummons has revised this classic, highly-respected text to meet the needs of a new generation of further education teachers whilst retaining the comprehensive and critical approach of the original. As in the previous editions, we are reminded that teachers in further education are critical, reflective beings who need a substantial body of theory and advice to support their initial training and their continuing professional development. Jonathan Tummons tells us that 'learning is learning to think'. As his welcome revision makes clear, this applies to teachers as well as to students. In contrast to many slim volumes currently available, this book treats its readers as thinking, critical professionals, rather than 'deliverers of learning'. This comprehensive text is a refreshing antidote to an outbreak of emaciated texts which regard teaching as little more than 'delivery' of content. Peter Scales, Senior Lecturer in Education, University of Derby, UK This welcome revised book just gets better and better! Brimming with great ideas and grounded in meaningful contemporary approaches, with its excellent blend oftheory and practice, it remains an essential read and certainly one I will dip into again and again. Vicky Duckworth, Senior Lecturer in Post-Compulsory Education and Training, Edge Hill University, UK

• PrefacePart I: An Overview of the Teaching-Learning Process1. Education, Teaching and Learning2. Defining and Understanding the Practice of TeachingPart II: Theories of Learning: Psychological Perspectives 3. Behaviourism4. Neo-behaviourism5. Gestaltism6. Cognitivism6. HumanismPart III: Theories of Learning: Social and Cultural Perspectives8. Learning as a Social Practice 9. Social Constructivism10. Communities of Practice11. Activity Theory and Expansive Learning12. Social and Cultural Research Perspectives on Further EducationPart IV: Communication and Control: The Essence of the Teaching-Learning Process13. Communication in Teaching and Learning14. Controlling and Managing Teaching-Learning Processes15. Aims, Objectives and Outcomes in Planning for Learning16. Taxonomies of LearningPart V: Managing the Teaching-Learning Process17. The Teacher as Manager and Leader18. Course and Curriculum Design and Content19. Theoretical and Practical Approaches to Learning and Knowing20. Motivating Students to Learn21. Managing Behaviour22. Working with Adult LearnersPart VI: Strategies and Techniques for Teaching and Learning23. Planning Lessons within Academic and Professional Contexts24. Planning Lessons within Vocational and Technical Contexts25. Planning for Student-Centred Learning and Teaching26. Working Alongside Other Professionals27. Audio-Visual Resources for Teaching and Learning28. E-learning and Blended Learning in Further EducationPart VII: Assessment and Evaluation30. Theories and Principles of Assessment31. Designing, Administering and Evaluating Assessment Tasks32. Reflective Practice and the Evaluation of TeachingPart VIII: Intelligence and Ability: Issues and Debates33. Conceptions of Intelligence34. Nature, Nurture and NeuroscienceEndnoteIndex

L. B. Curzon, formerly principal of colleges of FE in Chester and London, UK, was an experienced teacher with a background in economics and law.Jonathan Tummons is Professor of Education at Durham University, UK. His research and writing interests encompass higher, further, and professional education.

Tummons is to be praised for maintaining the depth and subtlety of Curzon's original work while bringing it up-to-date with relevant examples and recent references. Where other books mislead through over-simplification, Teaching in Further Education clearly explains complex concepts so that new teachers can better understand their context and develop their practice. Kevin Orr, Senior Lecturer in Education, University of Huddersfield, UK This edition, revised and updated by Jonathan Tummons, provides a rigorous and detailed text grounded in current themes and recent research. It will be a valuable resource to teachers and trainee teachers in the Further Education sector. Susan Wallace, Professor of Continuing Education, Nottingham Trent University, UK In this timely update, Jonathan Tummons has revised this classic, highly-respected text to meet the needs of a new generation of further education teachers whilst retaining the comprehensive and critical approach of the original. As in the previous editions, we are reminded that teachers in further education are critical, reflective beings who need a substantial body of theory and advice to support their initial training and their continuing professional development. Jonathan Tummons tells us that 'learning is learning to think'. As his welcome revision makes clear, this applies to teachers as well as to students. In contrast to many slim volumes currently available, this book treats its readers as thinking, critical professionals, rather than 'deliverers of learning'. This comprehensive text is a refreshing antidote to an outbreak of emaciated texts which regard teaching as little more than 'delivery' of content. Peter Scales, Senior Lecturer in Education, University of Derby, UK This welcome revised book just gets better and better! Brimming with great ideas and grounded in meaningful contemporary approaches, with its excellent blend oftheory and practice, it remains an essential read and certainly one I will dip into again and again. Vicky Duckworth, Senior Lecturer in Post-Compulsory Education and Training, Edge Hill University, UK

• PrefacePart I: An Overview of the Teaching-Learning Process1. Education, Teaching and Learning2. Defining and Understanding the Practice of TeachingPart II: Theories of Learning: Psychological Perspectives 3. Behaviourism4. Neo-behaviourism5. Gestaltism6. Cognitivism6. HumanismPart III: Theories of Learning: Social and Cultural Perspectives8. Learning as a Social Practice 9. Social Constructivism10. Communities of Practice11. Activity Theory and Expansive Learning12. Social and Cultural Research Perspectives on Further EducationPart IV: Communication and Control: The Essence of the Teaching-Learning Process13. Communication in Teaching and Learning14. Controlling and Managing Teaching-Learning Processes15. Aims, Objectives and Outcomes in Planning for Learning16. Taxonomies of LearningPart V: Managing the Teaching-Learning Process17. The Teacher as Manager and Leader18. Course and Curriculum Design and Content19. Theoretical and Practical Approaches to Learning and Knowing20. Motivating Students to Learn21. Managing Behaviour22. Working with Adult LearnersPart VI: Strategies and Techniques for Teaching and Learning23. Planning Lessons within Academic and Professional Contexts24. Planning Lessons within Vocational and Technical Contexts25. Planning for Student-Centred Learning and Teaching26. Working Alongside Other Professionals27. Audio-Visual Resources for Teaching and Learning28. E-learning and Blended Learning in Further EducationPart VII: Assessment and Evaluation30. Theories and Principles of Assessment31. Designing, Administering and Evaluating Assessment Tasks32. Reflective Practice and the Evaluation of TeachingPart VIII: Intelligence and Ability: Issues and Debates33. Conceptions of Intelligence34. Nature, Nurture and NeuroscienceEndnoteIndex