Overview

'This is an excellent book for teachers entering the lifelong learning sector...it is a very helpful mirror and guide for those entering, or established in, this diverse and rewarding sector' - Journal of Education for Teaching. 'This book achieves a skilful balance between theory and practice in that the text is theoretically informed whilst also being highly practical and accessible to a wide audience of teachers and trainee teachers' - Dr Jaswinder K Dhillon, School of Education, University of Wolverhampton, UK. This comprehensive book introduces key theories and concepts relating to learning and assessment as well as providing practical advice on teaching. It considers: the scope and history of the lifelong learning sector practical aspects of teaching, learning and assessment working in the lifelong learning sector. The detailed coverage of teaching and learning includes topics such as working with different kinds of learners, with groups, individual tutoring, mentoring and coaching. The Editors and contributing authors expertly relate theoretical frameworks to everyday practice throughout the book, drawing on real-life examples and case studies. This book also recognises the challenge of work based learning (WBL) and provides a critical overview of theoretical frameworks for WBL as well as considering the non-teaching aspects, including staff room cultures, relations with colleagues, 'networking' and administration that form part of the work placement experience. There is also coverage of career building, including obtaining a first post and subsequent career progression. Written in a straightforward style, this book is both readable and scholarly in its discussion of issues, challenges and opportunities. It is important reading for teachers, trainee teachers and others working in the lifelong learning sector, including WBL. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector.

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9780335234684

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Author Information

James Avis is Professor of Post-Compulsory Education and Training at the School of Education and Professional Development, University of Huddersfield, UK. Roy Fisher is a teacher educator and researcher at the School of Education and Professional Development, University of Huddersfield, UK. Ron Thompson is a teacher educator and researcher at the School of Education and Professional Development, University of Huddersfield, UK.

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