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Learning, Teaching and Development

Learning, Teaching and Development
Strategies for Action

Edited by:

November 2014 | 288 pages | SAGE Publications Ltd

This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice.

Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching.

Offering pragmatic advice on learning design, support and delivery, coverage includes:

  •         Identifying learning needs and objectives
  •         Selecting and developing appropriate content
  •         Using technology to enhance learning
  •         Assessment, evaluation and reflection

This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations.

Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.

Lyn Ashmore & Denise Robinson
Ian Rushton & Martyn Walker
Identifying Learning needs
Nena Skrbic & Jane Burrows
Specifying learning objectives
Ian Rushton & Anne Temple Clothier
Selecting appropriate and relevant content
Mohammed Karolia
Using Metaphors in teaching, training and learning
Louise Mycroft & Jane Weatherby
Designing learning delivery
Wayne Bailey & Mohammed Karolia
Preparation and delivery of learning
Glenys Richardson & Alison Iredale
Evaluating and assessing learning
Cheryl Reynolds & Shailesh Appukuttan
Using technology to enhance learning
Kevin Orr, Jane Wormald & Kate Lavender
Reflective practice and CPD
Denise Robinson & Lyn Ashmore
Workforce development and policy issues

'This book provides a current, engaging, well-researched and comprehensive overview of key practices and principles in the FE sector. Written by professionals for professionals it includes many ideas, case studies, activities, and examples of best practice. It makes a fresh contribution to the field which will be extremely valuable for new and experienced teachers alike.'

Jim Crawley
Senior Lecturer – Education Studies, Bath Spa University

This is an accessible and useful addition to the literature to support practitioners in further education, skills and organizational learning contexts. The combination of historical critique, theoretical discussion and the use of case studies as reflective prompts offers the reader the opportunity to’ dip in’ to subjects or to consider issues in depth.  The technology chapter is thoughtful and supportive and is a good starting point for practitioners wishing to explore technology enhanced learning.

Julie Hughes
Head of Department (Post Compulsory Education), University of Wolverhampton

I feel that this book  not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook  for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field... As such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.

Julia Billaney
Higher Education Manager, Hull College Group

1.      I found the structure very accessible, providing a clear and progressive introduction to the chapters which follow. An excellent companion guide to  for exploring change as a 'context' in learning and development, moving easily between the individual and organisational levels and effectively describing the elasticity of the threads which pass between them.
2.      Establishing the culture and nature of change and responses to that change the work delivers a well-supported analysis of the creation of structures within the sector as recognisable responses to policy frameworks.
3.      The book sets out to offer 'real solutions to problems in [your] teaching and training practice' and achieves this from the first pages, achieving its aim to be 'practical and dynamic' in the way that this kind of book, at its best, is capable of producing through the live interactions of those of us who will use it with successive cohorts of trainee trainers, educators and developers.
4.      The book achieves an optimum balance between socio-historical exploration of policy and strategy and the individual practical guide  for the individual reflective practitioner. As such it broadens both its appeal and application.
5.      From the first few pages the book explores some of the truly current, live concepts in education establishments, such as  'talent management' as an organisational development priority for establishments struggling to survive external change and those policy triggers which challenge structure and strategy.
6.      Likewise the clear line of sight to 'flex' as means to ensure continued employability.
7.      The book is highly effective in summarising key milestones of policy and theory as they have contributed to shaping the current operating contexts and with and easy transition which is not jarring, it introduces forward looking applications such as the use of metaphor and reflection.
8.      The section on assessment offers a fresher look at some of the tenets of developmental assessment practice and draws some affirming links between facilitation and leadership, rounding off the link between change, challenge, learning and growth as both a response to change and change itself.
9.      I feel that this book  not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook  for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field.
10.     The book delivers on all three levels - and as such I would recommend it to anyone  embarking on a development pathway in the post-compulsory sector.

Julia Billaney
Higher Education Manager, Hull College Group

This is recommend as primary text for all our learners. Ashmore and Robinson break down the fundamental dynamics of Learning and Teaching in to easily digestible chunks of knowledge. To fundamentally develop the practice of new practitioners, this is the go-to text.

Mr Geoffrey Martin Hughes
Teacher Education, Leicester College
January 19, 2016

Great book for teacher training students. This will be a recommended book to my students.

Mr Aarron Robert Armstrong-Craddock
School of Education, Wolverhampton University
October 14, 2016

This is a useful book for teachers and students of education programmes and also those new to the field of education. There are some helpful case studies and exercises throughout the book making it easy to dip in and out of

Mrs Kate Harrison
Education Centre 1, Lancashire Teaching Hospital
February 4, 2016

A good selection of strategies linked to practica based research designed to take tutors forward in their own personal and professional devleopment

Ms Margaret Anne Postance
Faculty Of Education, Edge Hill University
December 9, 2015

Excellent book. interesting and informative

Mrs Tracy Jane Williams
School of Health Science, Swansea University
November 4, 2015

Comprehensive text which makes it easy to follow and the approaches are fundamental to understanding ways forward in teaching and learning situations.

Mrs Eileen Mc Partland
Childcare Management, Liberties College
January 18, 2016

Lyn Ashmore

Dr Lyn Ashmore is a Senior Lecturer and teacher educator at the University of Huddersfield and is course leader for the MA in Learning and Development Management.   She has a broad range of experience in human resources and learning and development and has provided consultancy services in staff development and facilitated integration of cultural understanding and improved performance in a number of organisations.  Lyn has worked extensively to develop and promote learning and development for socially excluded communities, focusing on empowerment and access in both an educational and employment context.   She has a... More About Author

Denise Robinson

Dr Denise Robinson is the Director of the Post Compulsory Education and Training Consortium FE teacher education partnership and Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT).  She works with the 23 partner colleges who deliver the University of Huddersfield’s Certificate in Education and Post Graduate teacher education courses for the FE and skills sector. Denise worked in FE for 25 years before moving into higher education to focus on FE teacher education.  Previously, Denise  taught on a variety of courses including Access, Women’s Taster, A levels, Technician and open learning... More About Author

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