and involve teaching practice. This is contact with real learners in real situations and is usually a set number of hours throughout the duration of the course (covered in Chapter 14).
The titles of teaching and training qualifications will differ depending upon which country you are in and at which level they are offered. The titles often change depending on government and national initiatives and which AO has produced them. For example, a two-day Level 2 Train the Trainer course aimed at those who need some knowledge of how to train someone in the workplace, or a short teaching course such as the Level 3 Award in Education and Training. This is aimed at new teachers and includes a micro-teach session (covered in Chapter 13). More experienced teachers can take the Level 4 Certificate in Education and Training which involves 30 teaching practice hours. Progression can then be to the Level 5 Diploma in Education and Training or the Level 5 Certificate in Education, also known as the Cert Ed. This can take up to two years on a part-time basis and involves 100 teaching practice hours. There are higher level teaching qualifications such as the Level 6 Professional Graduate Certificate in Education and the Level 7 Post Graduate Certificate in Education (PGCE) for those with a degree.
Working towards a teaching qualification
First, you will need to find a suitable organisation offering the teaching programme or qualification you wish to take. This could be by searching online, talking to colleagues, or approaching a local college, university or training organisation. Once you have applied and been accepted, you will be registered for the qualification with an AO. Your course might involve attending sessions and/or working through online materials. You will learn what it’s like to be a teacher and will work through activities to put theory into practice. This might also involve delivering a short session to your peers or to a group of your own learners, known as a micro-teach session (covered in Chapter 13). You might also be observed in your place of work with your own learners (covered in Chapter 14).
Activity
Find out which teaching qualifications are available in your country and the different levels at which they are offered. You could search the internet, talk to colleagues, or contact your local college, university or training organisation. Compare what is offered and make a decision as to what would suit you if you are planning on working towards a qualification. You could also find out if there is any funding available or if your employer would help subsidise you. You might also like to find out if you need to hold any particular subject qualifications at a certain level to be able to teach it. You could then consider applying if you wish.
Once you are signed up to take a teaching qualification you will be allocated a teacher and an assessor. One person might carry out both roles and they will give ongoing feedback regarding your progress and achievement. When producing written work for assessment, you might be able to submit a draft first for informal feedback, before submitting your final work. If you don’t pass, you should be referred, usually with the opportunity to resubmit your work within a set timescale.
While working towards a teaching qualification, it would be extremely beneficial for you to have a mentor, someone who can help and support you, not only with advice regarding teaching skills, but also with your specialist subject knowledge. If you are currently teaching or training, your mentor could observe you. They could give you developmental feedback as to how you could improve your interaction with your learners. Conversely, you could observe your mentor to gain useful ideas and tips for delivering your subject.
Some of the assessment methods used for the teaching qualifications include the following (in alphabetical order) which are then explained in more detail later in this section.
• Assessment grids
• Assignments
• Case studies
• Checklists
• Essays
• Evaluation and action plans
• Learner statements
• Observations
• Online assessments
• Portfolio of evidence
• Professional discussion
• Projects
• Questions – written, oral, online
• Reflective learning journal
• Witness testimonies
• Worksheets.
You might be assessed by one or more of these methods through several different activities. Alternatively you might be assessed holistically, i.e. having the opportunity to demonstrate several aspects of the qualification at the same time. This saves you having to repeat aspects in different units if they can be assessed at the same time. If you are in any doubt as to how you will be assessed, or the target dates for the submission of your work, you will need to talk to your assessor. Never be afraid of discussing any concerns with them. They are there to help you, and they won’t want you to fail.
It’s useful to find out how you will be assessed to enable you to understand the process you will go through. When you are answering any questions or writing essays, you might find it useful to set the scene for your assessor. This could be by stating what your subject specialism is, where you are working and the types of learners you have (or will have).
Example
Sara had just signed up to take an introductory teaching qualification. She knew she had to attend 12 evening classes but she did not know how she would be assessed. She approached her teacher who informed her she would have to complete three written assignments and be observed delivering a short session to her peer group. As she did not currently have a teaching role, she was told she could write her assignments using hypothetical responses.
Assessment grids
An assessment grid is a document which lists all the criteria for each of the units of the qualification. Most qualifications are split into smaller units which relate to different topics. You will need to state how you have met the criteria and/or link them to documents and evidence from your teaching practice.
It might be possible to meet the requirements of several criteria from different units at the same time. If this is the case, you will be able to cross-reference your work rather than repeat it.
Assignments
An assignment is a way of ensuring that all the criteria can be met through various tasks or problem-solving activities. The assignment will assess your knowledge and how you can apply it, perhaps through answering questions, holding group discussions, giving presentations to peers, and providing evidence of your teaching practice. You will need time for self-reflection to consolidate your learning as you progress through the assignment. You will be given a target date for completion, and possibly a word count for all written work. You will need to reference any text or quotes you obtain from other sources (covered later in this chapter). This gives credit to the original author and shows you have carried out relevant research. Your assessor should give ongoing feedback, and if you don’t fully meet the
