Improving Teaching and Learning. FEDA's Contribution and Examples of College Good Practice.

Sonst. Personen	Peeke, Graham (Hrsg.)
Institution	Further Education Development Agency, London (England).
Titel	Improving Teaching and Learning. FEDA's Contribution and Examples of College Good Practice.
Quelle	(1999), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-488-7
Schlagwörter	Academic Achievement; Adult Educators; Agency Role; Case Studies; Continuing Education; Educational Improvement; Educational Practices; Experiential Learning; Faculty Development; Foreign Countries; Mentors; Peer Teaching; Postsecondary Education; Professional Development; Teacher Improvement; Teamwork; Technical Institutes; Trend Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Peer group teaching; Peer Group Teaching; Post-secondary education; Tertiäre Bildung; Technische Fakultät; Trendanalyse; Großbritannien
Abstract	This document contains an introductory paper and three case studies on improving teaching and learning at further education (FE) colleges in the United Kingdom. "Introduction" (Graham Peeke) reports on the following: government efforts to improve teaching at FE colleges; the work being done by the Further Education Development Agency (FEDA) at the strategic, organizational, and individual levels to enhance the development of FE teachers; and FE colleges' self-assessment of teaching and learning, and implementation of improvement strategies in preparation for FEDA inspection. The first case study, "The Lead Teacher Initiative" (Richard Jerome), describes how Barnsley College's lead teacher initiative has contributed to the college's transformation by promoting and supplementing incremental improvements in the standards of teaching and learning in both higher and further education. "Continuing Professional Development through Peer Monitoring" (Fiona Kaplan) discusses how Coventry Technical College's peer monitoring program, which is based on an experiential learning and peer mentoring model, has contributed to FE lecturers' professional development. "The Teaching and Learning Process-Improvement Team" (Cathi Caley) describes a project in which Skelmersdale College formulated a process-improvement team that developed a system to identify and promote shared understanding of good practice in teaching and learning across the college. (MN)
Anmerkungen	Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, England, United Kingdom; e-mail: publications@feda.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC