Dr Lynne Taylerson, the author of a recent thematic review into the outcomes of the Outstanding Teaching Learning and Assessment (OTLA) 6 projects, reflects on the value of ‘messy’ research into complex, contextualised FE practice.
Piece by Fiona Chalk. National Head of Governance Development at the ETF
#APConnect is a professional development programme for those operating in Advanced Practitioner (AP)-type roles across the Further Education and Training sector. It is commissioned and funded by the Education and Training Foundation (ETF). Alison Tanik of touchconsulting Ltd, the organisation that delivers the programme on behalf of the ETF, reflects on recent activity and explains how to get involved.
Paul Crisp of CUREE, the Centre for the Use of Research and Evidence in Education, introduces the ET’s new Practitioner Research and Evidence Portal.
Blog by Dr Catherine Manning, National Head of Practitioner Research and Development at the ETF about the Professional Exchange Networks.
Evidence Informed Practice is neither a brand new concept, nor a particularly complicated one. In a jointly-authored blog, Anna Douglas and Anne Hudson, who were appointed joint Heads of Evidence Informed Practice for the Education and Training Foundation in April, discuss why.
Colin Bentwood, Managing Director of the Strategic Development Network (SDN), writes how four collaborative OTLA Digital projects have explored how the digital capability of students can be harnessed to support staff in their use of technology for teaching, learning and assessment
Steph Taylor a College Leader in the Education Department at HMP Dovegate (SERCO) has taken part in the practitioner research support programmes run by the Education and Training Foundation. In this blog she discusses why it is important for staff in offender learning to have the opportunity to undertake action research to solve problems and improve their practice.
This week, the Foundation is proud to publish the much-anticipated 2014 Professional Standards, an aspirational document enabling teachers and trainers to take responsibility for their own professional learning, and a major milestone in the drive towards greater professionalism across the sector.