Angela Steward – författare

This is a CPD resource for all teachers in the lifelong learning sector that introduces the idea that every teacher can develop their role through their workloads. New qualifications for those teaching and training in the FE sector became effective in September 2007. The reform of initial teacher training and the professionalisation of the workforce in the sector require a commitment to engage in continuing professional development. The rational for the book is contained in the argument that improvement of quality in teaching and learning in the sector is not achieved exclusively through short-term external professional development and training activities. Moreover it requires ongoing workplace learning which is long-term in focus and practice-orientated and work-based. In order to improve future practice it needs to be embedded in critical reflection and evaluation of workloads. The purpose of the book is to introduce the notion that there is an opportunity for every teacher to develop their role through their workloads, e.g. workloads are a vehicle for professional development. Ways to achieve this are identified by exploring the practice of experienced and successful teachers.The author then goes on to offers guidelines for promoting constructive practice, which is using the outcomes of reflection in the workplace to achieve role development.

This is a CPD resource for all teachers in the lifelong learning sector that introduces the idea that every teacher can develop their role through their workloads. New qualifications for those teaching and training in the FE sector became effective in September 2007. The reform of initial teacher training and the professionalisation of the workforce in the sector require a commitment to engage in continuing professional development. The rational for the book is contained in the argument that improvement of quality in teaching and learning in the sector is not achieved exclusively through short-term external professional development and training activities. Moreover it requires ongoing workplace learning which is long-term in focus and practice-orientated and work-based. In order to improve future practice it needs to be embedded in critical reflection and evaluation of workloads. The purpose of the book is to introduce the notion that there is an opportunity for every teacher to develop their role through their workloads, e.g. workloads are a vehicle for professional development. Ways to achieve this are identified by exploring the practice of experienced and successful teachers.The author then goes on to offers guidelines for promoting constructive practice, which is using the outcomes of reflection in the workplace to achieve role development.

This is a general introduction to surviving and succeeding in FE for frazzled teachers. Jill Jameson provides readers with helpful hints and strategies for dealing with a wide range of issues, including honing your networking skills, developing an awareness of your strengths and weaknesses and exploiting opportunities and avoiding threats.

The "Essential FE Toolkit" is Continuum's brand new series on Further Education (FE) for teachers and college leaders. The series boasts 24 specialist, fact-filled volumes written by FE experts with significant knowledge and experience in their individual fields. Competitively priced, compact and accessible, each book should prove essential reading for FE lecturers and managers. This informative and humorous "A to Z of Teaching in Further Education" includes a huge array of entries - from practical teaching tips for the classroom to more detailed explanations of recent legislation and teaching styles. Each letter contains one detailed entry and several shorter ones, ranging from assessment to inclusion, and Foundation degrees to Vocational Education and Training. Realistic and helpful, Angela Steward's advice will prove invaluable when things get really tough.

Difficult and unruly students are not exclusive to primary and secondary education, with bad behaviour and motivation being a major concern for many lecturers within the FE sector. This book aims to tackle disruptive behaviour at the outset with advice for coping with minor classroom misdemeanours through to full scale crises. This is a resource that all lecturers can draw upon when things get really tough.A practical and down-to-earth guide for the FE market. Well-written and lively, Angela Steward provides a range of innovative strategies to develop students' learning skills. This book will make ideal reading for trainees working towards a teacher training qualification and practising lecturers who want to develop their skills further."The Essential FE Toolkit" is "Continuum's" new series on Further Education (FE) for teachers and college leaders. The series boasts 24 specialist, fact-filled volumes written by FE experts with significant knowledge and experience in their individual fields. Competitively priced, compact and accessible, each book should prove essential reading for FE lecturers and managers.

New qualifications for those teaching and training in the FE sector became effective in September 2007. The reform of initial teacher training and the professionalisation of the workforce in the sector require a commitment to engage in continuing professional development. The rational for the book is contained in the argument that improvement of quality in teaching and learning in the sector is not achieved exclusively through short-term external professional development and training activities. Moreover it requires ongoing workplace learning which is long-term in focus and practice-orientated and work-based. In order to improve future practice it  needs to be embedded in critical reflection and evaluation of workloads.The purpose of the book is to introduce the notion that there is an opportunity for every teacher to develop their role through their workloads, e.g. workloads are a vehicle for professional development. Ways to achieve this are identified by exploring the practice of experienced and successful teachers. The author then goes on to offers guidelines for promoting constructive practice, which is using the outcomes of reflection in the workplace to achieve role development.