Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK.Lawrence Nixon is Senior Lecturer within the Faculty of Education and Society, University of Sunderland, UK.Andrew Pollard is Professor of Education and supports educational research at IOE, UCL’s Faculty of Education and Society, University College London, UK and the University of Bristol, UK. He is the Series Editor of the Reflective Teaching series.Trish Spedding is Co-Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT), UK.

This important new text uses an innovative design to bring together key knowledge in further, adult and vocational education from experts both past and present, from the UK and across the globe. And, the timing could not be better. As the recommendations from the Commission on Adult Vocational Teaching and Learning report are implemented and the Department for Education funds a new research centre to research vocational education, a research informed text such as this sets the scene for a promising future for further, adult and vocational education.

• IntroductionPart I: Becoming a reflective professional1. Identity. Who are we, and what do we stand for?2. Learning. How can we understand learner development?3. Reflection. How can we develop the quality of our teaching?4. Principles. What are the foundations of effective teaching and learning?Part II: Creating Conditions for Learning5. Contexts. What is, and what might be?6. Relationships. How are we getting on together?7. Engagement. How are we managing behaviour?8. Spaces. How are we creating environments for learning?Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?10. Planning. How are we implementing the curriculum?11. Pedagogy. How can we develop effective strategies?12. Communication. How does language support learning?13. Assessment. How can assessment enhance learning?Part IV: Reflecting on Consequences14. Outcomes. How do we monitor student learning achievements?15. Inclusion. How do we manage equality and diversity?Part V: Deepening Understanding17. Expertise. Conceptual tools for career-long fascination?18. Professionalism. How does reflective teaching contribute to society, and to ourselves?BibliographyIndex

Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK.Lawrence Nixon is Senior Lecturer within the Faculty of Education and Society, University of Sunderland, UK.Andrew Pollard is Professor of Education and supports educational research at IOE, UCL’s Faculty of Education and Society, University College London, UK and the University of Bristol, UK. He is the Series Editor of the Reflective Teaching series.Trish Spedding is Co-Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT), UK.

This important new text uses an innovative design to bring together key knowledge in further, adult and vocational education from experts both past and present, from the UK and across the globe. And, the timing could not be better. As the recommendations from the Commission on Adult Vocational Teaching and Learning report are implemented and the Department for Education funds a new research centre to research vocational education, a research informed text such as this sets the scene for a promising future for further, adult and vocational education.

• IntroductionPart I: Becoming a reflective professional1. Identity. Who are we, and what do we stand for?2. Learning. How can we understand learner development?3. Reflection. How can we develop the quality of our teaching?4. Principles. What are the foundations of effective teaching and learning?Part II: Creating Conditions for Learning5. Contexts. What is, and what might be?6. Relationships. How are we getting on together?7. Engagement. How are we managing behaviour?8. Spaces. How are we creating environments for learning?Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?10. Planning. How are we implementing the curriculum?11. Pedagogy. How can we develop effective strategies?12. Communication. How does language support learning?13. Assessment. How can assessment enhance learning?Part IV: Reflecting on Consequences14. Outcomes. How do we monitor student learning achievements?15. Inclusion. How do we manage equality and diversity?Part V: Deepening Understanding17. Expertise. Conceptual tools for career-long fascination?18. Professionalism. How does reflective teaching contribute to society, and to ourselves?BibliographyIndex

Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Professor of Vocational Education at the University of Sunderland, UK.Lawrence Nixon is Senior Lecturer within the Faculty of Education and Society, University of Sunderland, UK.Andrew Pollard is Professor of Education and supports educational research at IOE, UCL’s Faculty of Education and Society, University College London, UK and the University of Bristol, UK. He is the Series Editor of the Reflective Teaching series.Trish Spedding is Co-Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT), UK.

This important new text uses an innovative design to bring together key knowledge in further, adult and vocational education from experts both past and present, from the UK and across the globe. And, the timing could not be better. As the recommendations from the Commission on Adult Vocational Teaching and Learning report are implemented and the Department for Education funds a new research centre to research vocational education, a research informed text such as this sets the scene for a promising future for further, adult and vocational education.

• IntroductionPart I: Becoming a reflective professional1. Identity. Who are we, and what do we stand for?2. Learning. How can we understand learner development?3. Reflection. How can we develop the quality of our teaching?4. Principles. What are the foundations of effective teaching and learning?Part II: Creating Conditions for Learning5. Contexts. What is, and what might be?6. Relationships. How are we getting on together?7. Engagement. How are we managing behaviour?8. Spaces. How are we creating environments for learning?Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?10. Planning. How are we implementing the curriculum?11. Pedagogy. How can we develop effective strategies?12. Communication. How does language support learning?13. Assessment. How can assessment enhance learning?Part IV: Reflecting on Consequences14. Outcomes. How do we monitor student learning achievements?15. Inclusion. How do we manage equality and diversity?Part V: Deepening Understanding17. Expertise. Conceptual tools for career-long fascination?18. Professionalism. How does reflective teaching contribute to society, and to ourselves?BibliographyIndex