Certificate in Education


Page 3 – Introduction

Pages 4 - Terms of Reference

Page 6 - How does the organisational/departmental culture affect the process of teaching and learning?

Page 8 – What are the preferred teaching methods and why?

Page 10 - Are your peers using effective assessment methods?

Page 11 - Are resources used adequate and sufficient for effective learning?

Page 12 - What impact does the teaching environment have on learning?

Page 13 - Collaborative Working

Page 15 – Conclusion

Page 16 - References


The purpose of the study was to allow learners to be able to study the various teaching styles and structure of the organisations to which other members of their own assigned group belonged. This included visiting the group members at their place of teaching, with the purpose of observing their teaching methods and styles. The impact that the social background of the students had on this teaching, as well as the resources, learning environment and organisational background of the company were also to be evaluated.

Teacher A is a Further Education teacher at a predominately   “land based” college in the Merseyside area, principally concerned with delivering BTEC level two and level three qualifications in football studies. Students are mainly in the 16-19 age range, although there are some mature learners in the groups. The college is based in a country park but majority of teaching is conducted in a football focused facility roughly 5 miles from the park.

Teacher B is another Further Education teacher at a large college in the East Lancashire area, although this is an umbrella site for a much larger organisation based in the North East of England. Similar to teacher A teacher B has students who are mainly 16-19 years of age, even though mature students are not uncommon. The qualifications that teacher B delivers are vocationally focused around the plumbing industry. Teaching can take place...