Structure and content
You will complete the following three modules:
- Learner Identity and Diversity: Increase student’s capacity to respond positively to diversity; to understand the importance of learner identity in student engagement in learning and to critically evaluate policies and practices to that end. Students will critically evaluate evidence from the field of practice as well as research evidence.
- Teaching and Assessment: Provides a critical and reflective space for sharing and developing students’ knowledge, skills and awareness of the processes of teaching, facilitating and assessing learning in post-compulsory contexts.
- Professional Practice: Enables students to critically examine their role as a professional teacher in Further Education and to identify areas of their practice that could be changed to improve the learning experiences of their students. Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. As part of this process of critical reflection students will be exposed to different frameworks of quality enhancement and will be supported in examining how they can contribute to these processes as individuals and team members.
In addition, Pre-Service students have to complete 120 hours of teaching practice in a college, plus additional inputs on campus.
Delivery and assessment
The course is taught using a combination of lectures, seminars and materials made available via the internet.
The attendance requirement for most modules is two days per module, with all course materials available online in advance. Pre-service students are required to do additional work both on campus and in their college placement.
- Avis, J., Fisher, R., & Thompson, R. (2010). Teaching in Lifelong Learning: a guide to theory and practice. London: Open University Press.
- Bryce, T. and Humes, W, Eds (2008) Scottish Education. Third Edition, Edinburgh: Edinburgh University Press
- Hayes, A. (2006). Teaching Adults. London: Continuum.
- Hillier, Y. (2005) Reflective Teaching in Further and Higher Education, London: Continnum
- Tusting, K. and Barton, D. (2003) Models of Learning: a literature review. Leicester: NIACE
- Weyers, M. (2006). Teaching the FE curriculum. London: Continuum.
The timetable below is a typical example, but your own timetable may be different.
Pre-Service staff on the course attend for twenty days throughout the academic year.
In Service students attend for ten days as for both their teaching practice is an integral part of the course.
There is therefore no weekly timetable. However, on the days that the TQFE students are on campus the day consists of individual tutorial support, and then a lecture, seminar and workshop.
- Learner Identity and Diversity - TQF9E1
- Teaching and Assessment - TQF9E2
- Professional Practice - TQF9E3