Where can I gain practical and hands-on experience that allows me to qualify to teach in a Further Education College? How can I best support effective learning? How can I ensure that all learners feel valued, safe and included? What does research tell us about teaching and learning in colleges?
This is the recognised teaching qualification if you either currently work as a lecturer in Further Education, or want to pursue a career in the sector.
This qualification is recognised throughout the UK and the world.
Accreditation
This course is accredited by the General Teaching Council for Scotland.
Entrance requirements
University Diploma
Students must have a relevant Higher National Certificate (HNC) at Level 7 on the Scottish Credit Qualification Framework (SCQF) or equivalent. This pathway is for students where an HNC is the highest qualification available in the UK in that subject area.
BA
Students must have a relevant Higher National Diploma (HND) at Level 8 on the Scottish Credit Qualification Framework (SCQF) or equivalent. Equivalent Qualifications which are recognised are:
- A Part III, full technological certificate
- Licentiateship
- Senior Award from the City & Guilds of London Institute
- In certain areas, other qualifications which are of equivalent standard to those listed above
Candidates for both qualifications must also have both literacy and numeracy skills which meets the demands of the course. The normal entry requirement will be:
- A National Qualification Course award in English at level 6 on the SCQF (or suitable evidence of being able to attain this standard) or SQA communication level III
- A National Qualification Course award in numeracy or Mathematics at level 4 on the SCQF (or suitable evidence of being able to attain this standard)
Candidates should have Information and Communication Technology (ICT) skills equivalent to Intermediate 2 (i.e. level 5 on the SCQF). This level of skill in the use of ICT is required partly in order to be able to fully participate on the TQ(FE) course and partly in order to be able to function effectively in the working environment.
Funding
Modes of study
Pre-service students are full-time and in-service students are part-time.
Course Director
Find out more
http://www.stir.ac.uk/education
Degree course
You will follow the course which leads to an BA degree or a UG Diploma. Taken over the course of the academic year the TQFE comprises three modules at SCQF Level 10 worth 132 points. The course offers full-time study for those not currently teaching in the post compulsory sector. Most applicants from the post-compulsory sector undertake the award on a part-time basis as their workplace teaching forms an integral part of studying on the course.
The course is open to staff who currently work in post-compulsory education or for those who do not currently work in education but wish to pursue a career in teaching in the further education or post-compulsory sector. The TQFE award is validated by General Teaching Council (GTC) of Scotland and graduates can gain GTCs registration. Applicants not currently teaching in post compulsory education must have five years’ experience of their subject area and at least two years’ training, teaching or coaching experience at an appropriate level.
Module titles
- TQF9E1 - Learner Identity and Diversity
- TQF9E2 - Teaching and Assessment
- TQF9E3 - Professional Practice
Teaching and assessment
What's involved?
This is a recognised teaching qualification for those who wish to pursue a career in the further education sector. It's taught using a combination of lectures, seminars and workshops. You'll need a computer with internet access.
Most modules require two days' attendance, with all the materials online. It is a one-year, full-time course.
As a pre-service student you will undertake a college placement activity, and this involves 120 hours of teaching practice in a college, plus additional inputs on campus. Assessment is both formative and summative. Placements are supported by tutor visits college mentors.
Reading list
- 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.
Example timetable
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.
The University of Stirling is one of the three Scottish universities endorsed by the Scottish Government to offer the TQFE course. The TQFE at Stirling is unique in a number of ways. Firstly, all undergraduates who enter the course with an HND graduate with a BA Tertiary Education with TQFE. Secondly, we are the only TQFE provider to offer a pre-entry course for those who wish to progress to teaching in a college. Thirdly, the course at Stirling is offered through a blended learning approach with both face-to-face and online learning and teaching. Fourthly, we offer the course at two college-based venues, Motherwell and Inverness colleges.
Our feedback from students is that they enjoy learning on campus. In addition, we make extensive use of our Virtual Learning Environment and ensure all of the course information, and student support material available electronically. Lastly, we place a significant emphasis and value on the knowledge and skills that the students bring to the course and base much of our teaching on critical reflection of the students’ practice. Through this, we have a significant focus on peer learning and peer assessment, and feedback from students has been very positive. These different aspects of the TQFE course at Stirling underline its distinctiveness among the providers in Scotland.
Study abroad
It is not possible to study abroad during this course.
Rating
Education was rated 1st in Scotland for the quality of its research (in the most recent Research Assessment Exercise.
1st in Scotland for Education (The Times Good University Guide, 2010).
Strengths
The course is subject to review and validation by the Scottish Government and HMIe. In addition, the course is guided and informed by a Professional Advisory Group made up of colleagues from further education colleges. Staff who deliver the TQFE course have both further Education and research experience and this synergy of professional enquiry and Further Education teaching practice experience impacts positively on the TQFE course and further enhances the provision.
In addition, all TQFE students have to undertake two observations of their teaching and these are carried out, in the main, by core staff on the TQFE course which further strengthens our links with the college sector. The course also employs two FE college-based Teacher Fellows who complement the core team who undertake teaching observations. Further, the Pre-Service strand of the course requires students to undertake one hundred and twenty hours teaching practice in a partner college.
This strengthens the link between the TQFE course at Stirling and the college sector. The placement also provides students with the opportunity to develop and enhance their teaching practice in the further education environment. The TQFE award offers a research-informed and practice-focused course and provides a quality enhanced learning experience with the notion of professional enquiry at its heart.
Academic strengths
The TQFE course is delivered by staff who are both research active and have teaching expertise in the further education sector. This enables the course to have a specific practice focus but with a strong research base. Through the research and scholarship activities undertaken by staff on the course this knowledge base is continuously reviewed, updated and enhanced and this further informs practice. In addition, the course assignments are focused on the teaching practice of the students and this further emphasises and strengthens the research, knowledge and practice links.
Our students
Our students are drawn from two specific groups. One group consists of lecturers currently teaching in colleges or similar post-compulsory education environment. The second group consists of those who have other teaching experience but who wish to gain the TQFE qualification in order to work in the further education sector.
All students are mature students.
Alumni viewpoint
…students thrive off the lecturer’s energy, which makes the course extremely enjoyable. This involvement brings something very special to the TQFE. I thoroughly enjoyed my experience and it remains the best learning experiences of my life.
Eunice Skinner, Postgraduate Certificate in Tertiary Education with Teaching Qualification (Further Education), 2009; BA Film & Media Studies, 2007; Master of Science Professional Learning and Leadership , due to graduate, 2013)
Our Staff
Jim Bradley
BA (Hons), TQFE, MEd
Jim Bradley is a Teaching Fellow within the School of Education and the Course Director for the Teaching Qualification for Further Education (TQFE).
Jim is a former Senior Lecturer in Adult Education in a Further Education college and before that was an Adult Learning Worker with a community education service. His main expertise is in student progression and student transition and he also has a particular interest in the provision and practice of learning and teaching within adult education.
