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🇬🇧 Diploma in Teaching (Further Education and Skills) / DET · flashcards
Diploma in Teaching (Further Education and Skills) / DET Wider Professional Practice and Development Flashcards
50 question-and-answer cards covering Wider Professional Practice and Development as it is examined in Diploma in Teaching (Further Education and Skills) / DET. 24 of them are printed below, taken from across the deck — no signup, no paywall on the preview.
24 sample cards from the Wider Professional Practice and Development deck
Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.
What does the SMART acronym stand for when setting CPD or development objectives?
Specific, Measurable, Achievable, Relevant, Time-bound.
Why is evaluating the impact of CPD important, and how can impact be measured?
To ensure CPD improves practice and learner outcomes rather than just being attended; impact can be measured through changes in teaching, learner achievement, observation grades, and reflective evidence.
Define action research.
A cyclical, practitioner-led form of enquiry in which teachers investigate their own practice by planning a change, implementing it, observing the effects, and reflecting in order to improve.
State the typical four-stage action research cycle.
Plan, Act, Observe, Reflect — repeated as an iterative spiral of cycles.
What is evidence-informed (or evidence-based) practice in teaching?
Making teaching decisions by combining robust research evidence with professional judgement and knowledge of the specific learners and context.
Distinguish quantitative from qualitative data in educational research.
Quantitative data is numerical and measurable (e.g. test scores, attendance rates); qualitative data is descriptive and explores meaning (e.g. interview transcripts, observation notes, open-ended responses).
What is triangulation in research, and why is it used?
Using multiple data sources, methods or perspectives to investigate the same question; it increases the validity and credibility of findings by cross-checking evidence.
Define reliability and validity in the context of research/assessment.
Reliability is the consistency of a measure (same results if repeated); validity is the extent to which it measures what it claims to measure.
What is the minimum teaching practice requirement (in hours) for the full Diploma in Teaching (FE and Skills) / DET?
A minimum of 100 hours of teaching practice.
How many of the DET teaching-practice hours must be formally observed and assessed, and what is the minimum length of each observation?
A minimum of 8 observations totalling at least 8 hours, with each observation lasting a minimum of half an hour (30 minutes).
What is the minimum teaching practice requirement for the Level 4 Certificate in Education and Training (CET)?
A minimum of 30 hours of teaching practice.
Does the Level 3 Award in Education and Training (AET) require teaching practice?
No teaching practice is required, but learners must undertake a microteach session of at least 15 minutes delivering, plus observe peers' microteaching (typically one hour total).
What is the purpose of observation of teaching and learning in FE?
To evaluate and develop the quality of teaching, support professional development, provide evidence for performance/quality review, and ultimately improve learner outcomes.
Distinguish a graded from an ungraded (developmental) observation.
A graded observation assigns a quality grade/score to the session; an ungraded (developmental) observation gives qualitative, formative feedback focused on improvement without a grade.
What is a learning walk, and how does it differ from a full lesson observation?
A learning walk is a short, often unannounced visit sampling teaching and learning across sessions to gather broad evidence; a full observation is a longer, in-depth review of a single complete session.
What is the difference between peer observation and a managerial/quality observation?
Peer observation is reciprocal, supportive and developmental between colleagues of equal status; managerial observation is conducted by a manager/QA lead, often for accountability and may be graded.
Define mentoring in the context of teacher development.
A supportive, usually longer-term relationship in which an experienced colleague guides, advises and shares knowledge to support a less experienced practitioner's professional growth.
Define coaching and how it differs from mentoring.
Coaching is a non-directive, goal-focused process that helps a person find their own solutions through questioning and reflection; unlike mentoring it is usually shorter-term, task-specific and does not rely on the coach being a subject expert.
What does the GROW coaching model stand for?
Goal, Reality, Options, Will (or Way forward).
Define peer support in professional development.
Mutual, non-hierarchical support between colleagues of similar status — sharing practice, observing one another, and giving feedback to develop together.
What is a key feature of effective feedback after a teaching observation?
It should be timely, specific, balanced (strengths and development areas), evidence-based, developmental, and lead to agreed, actionable next steps (e.g. using a structured model such as 'what went well / even better if').
In FE quality systems, what is a Teaching, Learning and Assessment (TLA) observation primarily intended to evaluate?
The effectiveness of teaching, the quality of learning taking place, and the appropriateness and impact of assessment on learner progress — not just the teacher's performance.
What ethical considerations must be addressed when carrying out classroom-based action research?
Informed consent, confidentiality and anonymity, voluntary participation/right to withdraw, protection from harm, and adherence to organisational/data-protection (GDPR) requirements.
Name two influential bodies that promote evidence-informed practice and CPD in the FE and skills sector.
The Education and Training Foundation (ETF) and the Society for Education and Training (SET); the Chartered College of Teaching is also widely cited for evidence-informed practice.
What this deck covers
The Wider Professional Practice and Development deck follows the Diploma in Teaching (Further Education and Skills) / DET Wider Professional Practice and Development syllabus — 3 chapters and 9 topics — so questions land on material that is genuinely examinable rather than trivia around it. That works out to roughly 16.7 cards per chapter.
Answers are written to be recallable, not just readable — averaging about 155 characters, which is long enough to carry the reasoning and short enough to say out loud.
A deck like this earns its keep on the second and third pass. Read the syllabus first so you know the shape of the subject, then use the cards to find the specific facts that have not stuck.
Wider Professional Practice and Development flashcards FAQ
How many Wider Professional Practice and Development flashcards are in this Diploma in Teaching (Further Education and Skills) / DET deck?
50 cards. This page previews 24 of them, sampled evenly across the deck so you can judge the difficulty before installing anything.
Are these Diploma in Teaching (Further Education and Skills) / DET flashcards free?
Yes. The preview here is free to read with no signup, and the full 50-card deck is free inside the Examius app.
What do the Wider Professional Practice and Development cards cover?
They follow the Diploma in Teaching (Further Education and Skills) / DET Wider Professional Practice and Development syllabus — 3 chapters and 9 topics — so the questions track what is actually examinable.
How should I use these flashcards?
Read the syllabus first so you know the shape of the subject, then drill the deck. Examius schedules each card with spaced repetition, so cards you keep missing come back sooner and ones you know drift further apart.