Pub Date : 2020-01-01DOI: 10.1016/b978-0-12-809519-5.09991-9
{"title":"Acknowledgments","authors":"","doi":"10.1016/b978-0-12-809519-5.09991-9","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09991-9","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80922941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1016/b978-0-12-809519-5.09996-8
{"title":"Index","authors":"","doi":"10.1016/b978-0-12-809519-5.09996-8","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09996-8","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88837356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1016/b978-0-12-809519-5.09989-0
Amir Aghdaei, Lawrence Culp
{"title":"Endorsements","authors":"Amir Aghdaei, Lawrence Culp","doi":"10.1016/b978-0-12-809519-5.09989-0","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.09989-0","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85150778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1016/b978-0-12-809519-5.00015-6
George Ellis
{"title":"Standardize workflow","authors":"George Ellis","doi":"10.1016/b978-0-12-809519-5.00015-6","DOIUrl":"https://doi.org/10.1016/b978-0-12-809519-5.00015-6","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85603956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial - TiLL Volume 8 Issue 2","authors":"D. Powell","doi":"10.5920/till.533","DOIUrl":"https://doi.org/10.5920/till.533","url":null,"abstract":"","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78345431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the tensions which arose when encouraging vocational trainee teachers to participate in meaningful action research within an academic framework. Trainees expressed concerns when encountering the university-mandated action research module, and they appeared to be inhibited by research terminology and academic literature. The author investigated ways to motivate trainees to independently research their practice. This account explores how the author sought to overcome these challenges through designing strategies to motivate trainees to adopt action research as a productive approach to learning about teaching. It outlines the challenges of supporting their achievement of the teaching qualification whilst fostering their fundamental commitment to an enquiring approach to their professional practice. The author devised strategies to make the action research process more accessible, and to shift trainees’ perceptions that research could only be practised by those of proven academic ability. This process was educative for both the trainees and Teacher Educator.
{"title":"‘Just Tell Me What To Do’: The Challenges of Facilitating Professional Judgement in Vocational Trainee Teachers","authors":"Elaine Mattinson","doi":"10.5920/TILL.536","DOIUrl":"https://doi.org/10.5920/TILL.536","url":null,"abstract":"This paper explores the tensions which arose when encouraging vocational trainee teachers to participate in meaningful action research within an academic framework. Trainees expressed concerns when encountering the university-mandated action research module, and they appeared to be inhibited by research terminology and academic literature. The author investigated ways to motivate trainees to independently research their practice. This account explores how the author sought to overcome these challenges through designing strategies to motivate trainees to adopt action research as a productive approach to learning about teaching. It outlines the challenges of supporting their achievement of the teaching qualification whilst fostering their fundamental commitment to an enquiring approach to their professional practice. The author devised strategies to make the action research process more accessible, and to shift trainees’ perceptions that research could only be practised by those of proven academic ability. This process was educative for both the trainees and Teacher Educator.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73093036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Observations of teaching found Student Support Assistants (SSAs) were frequently ineffectively utilised in supporting learners’ progress, with working partnerships between teachers and SSAs tenuous. This relates to previous research (Sharples et al, 2015a, 2015b; Sanders, 2017a, 2017b) which also indicated that learning support was often ineffectually used in class sessions. Learning support frequently focused on task completion rather than encouraging learner autonomy. Our project promoted effective partnerships between teachers, SSAs and learners through implementing strategies to develop learners’ self-assessment and thinking skills, effectively encouraging and deepening their learning. A team of 16 teachers and SSAs from different subject areas held initial meetings to establish working relationships and agree stages for the project. The team was introduced to the action research approach, enabling them to become more research literate. This collaborative project used systematic practitioner research to critically examine the current situation and make changes based on the evidence which arose. It brought together practitioners from various levels within the setting, giving each member a space in which to express their opinions, take action and engage with the activities which arose. Initial background research considered the key findings from the Education Endowment Fund (EEF) Report (Sharples et al, 2015a). These were used to consider and challenge our practice and plan the research. Following extensive discussion, the team developed a Working Practice Guide and designed resources to support student learning. Time was additionally available for staff to plan strategies together prior to their implementation in sessions. These activities, including concept diagrams, learner review tickets and use of thinking prompts, enhanced learners’ self-assessment during lessons with the teachers and SSAs. It provided the opportunity for learners to discuss and resolve areas of difficulty. The effectiveness of the strategies implemented in class were additionally reflected upon by staff and learners. Regular meetings enabled evaluation of the strategies and future planning. Using the strategies, combined with meeting regularly, promoted teacher, SSA, and learner confidence with SSAs becoming enablers of learning and partners in the learning process.
对教学的观察发现，学生支持助理(SSAs)在支持学习者进步方面经常被低效地利用，教师和SSAs之间的工作伙伴关系也很脆弱。这与之前的研究有关(Sharples et al .， 2015a, 2015b;Sanders, 2017a, 2017b)，这也表明学习支持在课堂上的使用往往是无效的。学习支持通常侧重于任务的完成，而不是鼓励学习者的自主性。我们的项目通过实施策略来培养学习者的自我评估和思维能力，从而有效地鼓励和深化他们的学习，从而促进教师、学生辅助教师和学习者之间的有效伙伴关系。由来自不同学科领域的16名教师和特殊服务助理组成的团队举行了初步会议，以建立工作关系并商定项目的阶段。该团队被引入了行动研究方法，使他们能够更加了解研究。这个合作项目使用系统的实践者研究来批判性地审视现状，并根据出现的证据做出改变。它将来自不同层次的从业者聚集在一起，为每个成员提供了表达意见、采取行动和参与活动的空间。最初的背景研究考虑了教育捐赠基金(EEF)报告的主要发现(Sharples等，2015)。这些都是用来思考和挑战我们的实践和规划的研究。经过广泛的讨论，该团队开发了一份工作实践指南，并设计了支持学生学习的资源。此外，工作人员还有时间在各届会议执行战略之前共同规划战略。这些活动，包括概念图、学习者复习票和思维提示的使用，提高了学习者在课堂上与教师和学生助理的自我评估。它为学习者提供了讨论和解决困难领域的机会。在课堂上实施的策略的有效性也得到了教师和学习者的反映。定期会议有助于对战略和未来规划进行评价。使用这些策略，结合定期会议，提高了教师、学生助理和学习者的信心，学生助理成为学习的推动者和学习过程中的伙伴。
{"title":"Synergy in Learning, Teachers and Student Support Assistants Working Together to Promote Learner Metacognition in Post-Compulsory Education","authors":"C. McPartland","doi":"10.5920/TILL.537","DOIUrl":"https://doi.org/10.5920/TILL.537","url":null,"abstract":"Observations of teaching found Student Support Assistants (SSAs) were frequently ineffectively utilised in supporting learners’ progress, with working partnerships between teachers and SSAs tenuous. This relates to previous research (Sharples et al, 2015a, 2015b; Sanders, 2017a, 2017b) which also indicated that learning support was often ineffectually used in class sessions. Learning support frequently focused on task completion rather than encouraging learner autonomy. Our project promoted effective partnerships between teachers, SSAs and learners through implementing strategies to develop learners’ self-assessment and thinking skills, effectively encouraging and deepening their learning. \u0000 \u0000A team of 16 teachers and SSAs from different subject areas held initial meetings to establish working relationships and agree stages for the project. The team was introduced to the action research approach, enabling them to become more research literate. This collaborative project used systematic practitioner research to critically examine the current situation and make changes based on the evidence which arose. It brought together practitioners from various levels within the setting, giving each member a space in which to express their opinions, take action and engage with the activities which arose. \u0000 \u0000Initial background research considered the key findings from the Education Endowment Fund (EEF) Report (Sharples et al, 2015a). These were used to consider and challenge our practice and plan the research. Following extensive discussion, the team developed a Working Practice Guide and designed resources to support student learning. Time was additionally available for staff to plan strategies together prior to their implementation in sessions. These activities, including concept diagrams, learner review tickets and use of thinking prompts, enhanced learners’ self-assessment during lessons with the teachers and SSAs. It provided the opportunity for learners to discuss and resolve areas of difficulty. The effectiveness of the strategies implemented in class were additionally reflected upon by staff and learners. \u0000 \u0000Regular meetings enabled evaluation of the strategies and future planning. Using the strategies, combined with meeting regularly, promoted teacher, SSA, and learner confidence with SSAs becoming enablers of learning and partners in the learning process.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78517016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Education & Training Foundation (ETF) is the government-backed, sector-owned national professional development body for the Further Education (FE) and training sector. Our role is to support the continuing transformation of our technical and vocational education system by ensuring the sector has world-class leaders, teachers, and trainers. It is the expectation that this leads to ever-improving learner outcomes, a more highly-skilled workforce for employers, and a stronger economy, country, and society. We do this by improving, driving, and championing the quality of leadership, teaching, and training.
{"title":"An introduction to OTLA","authors":"Julie Gibbings-Garrett","doi":"10.5920/TILL.534","DOIUrl":"https://doi.org/10.5920/TILL.534","url":null,"abstract":"The Education & Training Foundation (ETF) is the government-backed, sector-owned national professional development body for the Further Education (FE) and training sector. Our role is to support the continuing transformation of our technical and vocational education system by ensuring the sector has world-class leaders, teachers, and trainers. It is the expectation that this leads to ever-improving learner outcomes, a more highly-skilled workforce for employers, and a stronger economy, country, and society. We do this by improving, driving, and championing the quality of leadership, teaching, and training.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73671048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article outlines findings from a collaborative project with two partner organisations that focused on the initial and diagnostic assessment practice used by an Adult and Community Learning provider in the north-east of England. The findings highlight the need for change with regard to how initial assessment is conducted, and, as a result of this, we make suggestions as to how providers can ensure assessment is appropriate. The researchers found that the assessment tool used for diagnostic purposes is less important than the process of assessment. This action research explored learners’ experience of assessment and makes recommendations for further changes to the assessment process.
{"title":"A Fresh Look at Initial and Diagnostic Assessment in Community Education Provision","authors":"Alexus D. Brown, J. Hunter","doi":"10.5920/till.535","DOIUrl":"https://doi.org/10.5920/till.535","url":null,"abstract":"This article outlines findings from a collaborative project with two partner organisations that focused on the initial and diagnostic assessment practice used by an Adult and Community Learning provider in the north-east of England. The findings highlight the need for change with regard to how initial assessment is conducted, and, as a result of this, we make suggestions as to how providers can ensure assessment is appropriate. The researchers found that the assessment tool used for diagnostic purposes is less important than the process of assessment. This action research explored learners’ experience of assessment and makes recommendations for further changes to the assessment process.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75527344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (ED lesson observations reporting “tokenistic” or “strained” E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred. Our question therefore was how best to empower teaching and learning communities to effectively promote equality and celebrate diversity. We attempted to establish a Professional Learning Community (PLC) (Vescio et al, 2008), whilst simultaneously seeking to engage learners more actively in the design and development of their E&D work. These processes helped enable symbiotic knowledge exchange between staff, and between staff and learners, enriching teaching, learning, and assessment practices as collective E&D practices began to travel within and beyond the realms of our settings. Future endeavours include further exploration of the impact of our E&D PLC upon learning and assessment outcomes, with particular focus on further collaboration with learners, examination boards, and third sector partners to aid diversification of both internal and external assessment practices.
{"title":"Establishing Professional Learning Communities to Support the Promotion of Equality and Celebration of Diversity: Reflections from a North-East Community Learning Teacher","authors":"Victoria Meaby","doi":"10.5920/till.538","DOIUrl":"https://doi.org/10.5920/till.538","url":null,"abstract":"This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (ED lesson observations reporting “tokenistic” or “strained” E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred. Our question therefore was how best to empower teaching and learning communities to effectively promote equality and celebrate diversity. \u0000 \u0000We attempted to establish a Professional Learning Community (PLC) (Vescio et al, 2008), whilst simultaneously seeking to engage learners more actively in the design and development of their E&D work. These processes helped enable symbiotic knowledge exchange between staff, and between staff and learners, enriching teaching, learning, and assessment practices as collective E&D practices began to travel within and beyond the realms of our settings. Future endeavours include further exploration of the impact of our E&D PLC upon learning and assessment outcomes, with particular focus on further collaboration with learners, examination boards, and third sector partners to aid diversification of both internal and external assessment practices.","PeriodicalId":30610,"journal":{"name":"Teaching in Lifelong Learning A Journal to Inform and Improve Practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83035968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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