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PGCE Further Education and Training course preparation

We’re looking forward to welcoming you onto your PGCE Further Education and Training degree programme. Before your course begins, you may find it helpful to look at the suggested reading and activities outlined below.

Suggested reading

You’ll be given lots of information about which textbooks to read and introduced to the University Library, as well as the many ebooks we have for you to access, when you begin your studies. In the meantime, you might like to begin some academic reading before starting your degree. We don’t recommend rushing out to buy texts before you arrive but if you can pick some up second hand, borrow from a library or access online to read over the summer, here are some suggested texts below:

  • Allan, D (2022) Developing Resilience in FE Teaching, Taylor & Francis Group, Milton, 1000571319
  • Allan, D., Boorman, D., O’Doherty, E. and Smalley, P. (2018) Lesson Study. In Cain, T. (Ed) Becoming a Research-Informed School: Why? What? How?London: Routledge. pp. 159–176.
  • Allan, D., Boorman, D., O’Doherty, E. and Smalley, P. (2020) Lesson Study and the construction of capital: empowering children through dialogic engagement. Education 3-13, pp.1-15.
  • Allan, D (2017) Teaching English and Maths in FE : What Works for Vocational Learners? SAGE Publications, Limited.
  • Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), pp.5-31
  • Conn, C., Mahoney, N., Multani, Y., & Rees, J. (2023). Impact of critical pedagogy on professional learning for post-16 education. Advances in Autism, 9(2), 165–175.
  • Duckworth, V., & Smith, R. (2018). Breaking the triple lock: further education and transformative teaching and learning. Education Training, 60(6), 529–543.
  • Ghaye, T., Lillyman, S., & Chigua, E. (2010). Using Reflection in the Workplace: A Practical Guide for Student Nurses and Midwives. New Vista Publications.
  • Faulconer, E., Griffith, J., & Gruss, A. (2022). The impact of positive feedback on student outcomes and perceptions. Assessment & Evaluation in Higher Education, 47(2), 259-268
  • Gravells, A (2016) Principles and practices of assessment: A guide for assessors within the FE and Skills Sector. SAGE; Learning Matters: London
  • Goldsmith, M. (2012) Feedforward. Writers of the Round Table Press ISBN: 9781939418005
  • Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81–112.
  • Kersh N and Huegler N (2018) Facilitating lifelong learning through vocational education and training: promoting inclusion and opportunities for young people in the UK. In: McGrath S, Mulder M, Papier J, et al. (eds.) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer, 111–117
  • Knowles, M (1984) The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing
  • Lodge, A., Duffy, M., & Feeney M (2022) ‘I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff’. Teacher comfortability: key to high-quality sexuality education?, Irish Educational Studies
  • Rocks, E., & Lavender, P. (2018). Exploring transformative journeys through a higher education programme in a further education college. Education Training, 60(6), 584–595.
  • Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.
  • Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World.
  • Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners’ attitudes to mixed-attainment grouping: examining the views of learners of high, middle, and low attainment. Research Papers in Education, 1522, 1–20
  • Tyler, R. W. (1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Chicago & London.
  • Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615-641

Useful websites

Suggested tasks before your course begins

Before you start your studies it’s a good idea to familiarise yourself with the following:

Meet your programme lead