Supporting Student Transitions 14-19
Approaches to Teaching and Learning
Routledge – 2014 – 160 pages
This book examines in detail the different transitions in teaching and learning in the 14-19 sector. Drawing upon the authors’ own research and experiences in this arena, it proposes transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these particular and unique learners.
Critically analysing and drawing out the key features of both pedagogy and andragogy, the book presents the best elements of each theory to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed up by sound theory gives a clear understanding of the requirements and needs of learners in the school, college and university.
A unique contribution to the discourse on an important sector of education which is increasingly being accorded more attention, this book will be an essential resource for trainee teachers, students of PCET, and teachers wanting to build upon their understanding of this group of learners.
Section One 1. Introduction – New approaches to transitional phases 2. Managing Expectations 3. Culture, Ethos and Identity 4. Managing Transitional Behaviour 5. Developing independence and motivating learning Section Two 6. Teaching, Learning and assessment 7. The role of the teacher in supporting transitions 8. Ensuring a learning culture 9. Integrating Assessment for Learning into the 14-19 classroom 10. Putting it all together
John Bostock is a Senior Lecturer in Post-Compulsory Education and Training (PCET) at Edge Hill University. He is a Senior Learning and Teaching Fellow and a Faculty Associate Research Fellow with the Centre for Learner Identity Studies (CLIS) at the University. He is also a Fellow of the Higher Education Academy and of the Institute for Learning (FIfL). John has twenty years experience of teaching and managing in the PCET sector and the FE/HE interface as a Lecturer and Team Leader of EAL, Modern Foreign Languages and Teacher Education. His current research interests include the significance of social interaction in on-line learning, transitions in 14-19 education and the use of technology in enhancing the quality and impact of teaching, learning and assessment.
Jane Wood is Senior Lecturer in Post-Compulsory Education and Training (PCET) at Edge Hill University. Jane has worked in the sector for over 20 years and has held a variety of senior management and teaching posts including Quality Manager, Assistant Head of Area and Curriculum Manager. Her teaching experience includes Accounting, Travel & Tourism, Application of Number, Leadership and Management and Teacher Education. Her current research interests are transitions in 14-19 education, transformational learning and quality assurance in the lifelong learning sector.