A-Z of Professional Learning for college lecturers

Introduction

Professional learning doesn’t need to be a formal course or continuous professional development session, it can be much, much more.

In our A-Z of Professional Learning, we share examples of professional learning that has had an impact on college lecturers and their students.

Lecturers might have explored a new online platform, had a virtual chat with colleagues about what works best for remote learning, arranged an industrial visit or speaker, participated in an academic conference or experimented with a flipped classroom.

We are keen to include as many contributions as possible in the A-Z. If you have an example of professional learning you would like to share, please fill out the Professional Learning template below and submit it to gtcs@gtcs.org.uk.

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A-Z college Professional Learning template
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Meeting the needs of ESOL learners
Tony Adams has worked to support the diverse needs of his students through the completion of his TQFE, CertTESOL and personal research into project-based learning.
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Wellness Recovery Action Plan
Barry Carmichael participated in NHS Tayside's Introduction to WRAP course and found himself able to use the programme both professionally and personally.
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Can we improve our students’ ability to learn?
Loraine Lyall and her team at Edinburgh College engaged in professional learning around neuroscience and the ability to learn. This professional learning led to the development of a Learn to Learn project, headed by her colleague Jo Turbitt.
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Coaching: Awkward silences, listening and light bulb moments
For his professional learning, Joe Mulholland took part in a coaching programme facilitated by GTC Scotland.
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Professional reflections on dialogue in professional learning
Kerry Kay was seconded as a Learning and Digital Skills Mentor, engaging in professional learning to be better able to support colleagues with new technology.
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Formal certified learning: taking a MEd
Christine Calder undertook a Masters in Education to increase her knowledge of educational theory and pedagogy, and make her more able to support colleagues as they participated in their own professional learning.
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Developing a deeper understanding of course content
John Kelly used the additional teaching and learning time created by not needing to include exam preparation in his course to introduce his class to a new concept based on his professional learning.
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Scholarship and action research
McLean McIntosh met with former GTC Scotland Senior Education Officer Pam Currie to discuss his Open University course and how he used scholarship and action research in his practice.
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Developing SQA units in mental health awareness
Heather Miscandlon joined a review of the menthal health provision within qualifications at SQA. This opportunity allowed Heather to develop her own knowledge and skills, doing her professional learning on the job.
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College Learning for Sustainability Champions programme
Katie Paget worked with colleagues, Learning for Sustainability Scotland and EAUC Scotland to promote environmental issues.
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Supporting students’ literacy skills in the maths curriculum
Pam Currie explored methods to better support students’ literacy skills in the context of the maths curriculum.
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