PDIADI | National Driving Instructor Development

Steve King – Understanding the Unified Journey: FIVE Reasons Why the ADI Qualification Shouldn’t be Considered as separate Parts.

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Understanding the Unified Journey: FIVE Reasons Why the ADI Qualification Shouldn’t be Considered as separate Parts.


“Get Part One out of the way and start training for your Part Two”


“Pass your Part Two and then begin training for your Part Three”


Becoming an Approved Driving Instructor (ADI) is a significant milestone for those passionate about teaching safe driving skills. The process involves three parts, often viewed as separate tests. However, it’s crucial to recognise that treating these parts as distinct entities may not reflect the holistic journey towards becoming a proficient instructor. Here’s why:


1. Integrated Skill Development: Each part of the ADI qualification process contributes to the development of comprehensive teaching skills. Part 1 focuses on theory, Part 2 on driving ability, and Part 3 on instructional ability. However, these skills are interconnected and should be cultivated concurrently rather than sequentially. By integrating learning across all parts, aspiring ADIs can develop a well-rounded understanding of driving instruction.


2. Real-world Application: Driving instruction is not compartmentalised into theory, practical driving, and teaching ability. Instead, it requires a seamless integration of these components to effectively impart knowledge and skills to learners. By treating the qualification process as a unified journey, candidates can better understand the practical application of their theoretical knowledge and driving skills in teaching scenarios.


3. Comprehensive Preparation: Viewing the ADI qualification as a series of separate tests may lead candidates to focus solely on passing each part individually, rather than on comprehensive preparation for their future role as instructors. By recognizing the interconnectedness of the three parts, candidates can approach their preparation holistically, ensuring they are equipped with the diverse skills necessary to excel in the field of driving instruction.


4. Efficient Time Management: Splitting the qualification process into distinct parts may prolong the overall duration of becoming an ADI. Instead, an integrated approach allows candidates to optimise their time and resources by efficiently developing the skills required for all aspects of the role simultaneously.


5. Enhanced Confidence and Competence: By treating the ADI qualification as a unified journey, candidates can build confidence in their abilities across theory, driving, and teaching domains. This holistic approach fosters a deeper understanding of the responsibilities and challenges associated with being an ADI, ultimately leading to greater competence in the role.


The process of becoming an ADI should not be viewed as separate tests to pass but rather as a unified journey of skill development and preparation for the responsibilities of teaching safe driving practices. It is not three qualifications but three steps toward a qualification. By integrating learning across all parts of the qualification process, aspiring ADIs can better equip themselves for success in their future careers.


Steve King

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