Research in Post-Compulsory Education; Journal of Further Education and Training
http://www.triangle.co.uk/rpe/
Journal of Further and Higher Education http://www.tandf.co.uk/journals/titles/0309877X.asp
Quality Improvement Agency http://www.qia.org.uk/index.html

During this module you will participate in a variety of learning and teaching approaches, for example:
research, activities such as teaching squares to observe peers and share findings, discussion, individual
activities, tutorials, workshops, e- learning, self study and research

This module seeks to support participants as they take on more of the roles and responsibilities associated with being a teacher in the lifelong learning sector. Participants will explore concepts and key aspects of professionalism within the lifelong learning sector, including equality of opportunity, diversity, economic growth and community regeneration. This will lead them to consider approaches to quality assurance and quality improvement in terms of professional conduct and accountability. In
particular, participants will investigate the use of action research as a tool for evaluation and improvement of professional practice. They will also evaluate the use of communities of practice in sharing and developing wider professional practice.

An evaluative report on a small scale action research project aimed at improving an aspect of professional practice (100%, 3000 words LOs 1,2,3,4,5)

A satisfactory report from Mentor/tutor from an observation of your teaching attached.. An element from the CPPD log relating to Learning Outcome 5
(0%, LO5)

(Whilst provision of evidence of the Minimum Core is not a requirement with this module it is expected that you will be engaging in ongoing development of the Minimum Core and will submit appropriate evidence within the CPPD module in Jun 09)

All assessments must be passed at a minimum of a grade point 7

Must be enrolled on the Diploma in Teaching in the Lifelong Learning Sector
Values and commitments included in this unit:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS4, DS3, ES4, ES5
Standards included in this unit:
AK 1.1; AP 1.1; AK2.1; AP 2.1; AK 2.2; AP 2.2; AK3.1; AP3.1; AK4.1; AP4.1; AK4.2;
AP4.2; AK4.3; AP4.3; AK5.1; AP5.1; AK5.2; AP5.2; AK6.1; AP6.1; AK6.2; AP6.2; AK7.1;
AP7.1; AK7.2; AP7.2; AK7.3; AP7.3;
BK4.1; BP4.1; BK5.2; BP5.2;
DK3.1; DP3.1; DK3.2; DP3.2;
EK 1.1; EP1.1; EK4.2; EP4.2; EK5.1; EP 5.1; EK5.2; EK5.3;
FK 2.1;

BELL, J (2005) Doing Your Research Project: a guide for first-time researchers in education and social science; Maidenhead, Open University Press
COHEN, L. Manion, l & Morrison, K. (2007) 6th Edn, Research Methods in Education, London, Routledge Falmer
EDWARDS S, Collfield, Steers R, Gregson M, (June, 2007), Endless change within the Teaching and Learning Sector, the impact upon teaching staff, Journal of Vocational Education and Training Vol. 59, No. 2, June 2007, pp. 155?173, ISSN 1363-6820 (print)/ISSN 1747-5090 (online)/07/020155?19, London, Routledge
GLEESON D, Davies J & Wheeler E, (Sept 2005), On the making and taking of professionalism in the further education workplace, University of Warwick, UK, University of Exeter, UK, Cit of Bristol College, UK British Journal of Sociology of Education, Vol. 26, No. 4, September 2005, pp. 445?460, London, Routledge,
LANKSHEAR, C. KnobelM. (2004) A Handbook for Teacher Research, Buckingham, Open
University Press
JAMESON, J. and HIillier Y (2003) Researching Post-Compulsory Education (Continuum Research Methods Series.) London, Continuum
Orr K (Feb 2008), Room for Improvement? The Impact of Compusory Professional Development for Teaching in England?s Further Education Sector, Journal of Further Education, vo34, No1, Routledge