Professionalism In Higher Education
An Essay regarding Professionalism in the Post-Compulsory Education Sector and the relevance of continuing professional development of dual professionalism
Foreword:
I am glad to have found documented research that clarifies how broad a subject like Teacher Professionalism in Further Education can be.
From the off set of this assignment, it was clear that Professionalism is ambiguous. Before there could be any discussion we first need to be clear what is meant by professionalism and where better than to agree the etymology;
[1]
If then by simple definition, can such an ambiguity create such a diverse and radical suggestion that one maybe both professional and vocational? Whose etymology suggest operates at ones highest level …show more content…
In order to do this we need to be clear about our duties as a teacher, the role and objectives of providing and facilitating learning. However, in order to be effective in this, fundamentally we need to remain linked to our subject specialism. We cannot become complacent that our existing knowledge and skills will remain best practice in industry, and the purpose of our teaching requires up to date content. Here is where the theories of communities of practice are opportunities for collaboration and development, not only of our learners, but the lifelong learning, that might be attributed more to academics and researchers in Higher Education institutions. Teachers of Further Education may not be contractually obliged to carry out research but most likely; there is a significant clause to maintain a high level of vocational competency.
As part of the research into the area, we conducted a survey to current colleagues to determine the values and validity of Continuing Professional Development (CPD). An institutional buzzword associated to ones progress, by means of critical reflection, peer feedback, contractual reviews and in accordance with regulatory inspections.
CPD is a personal portfolio that allows professionals to assign targets to areas for improvement or ambition; it can also be considered a tool for managing and evaluating ones performance throughout their career.
The survey, completed by …show more content…
A marketing technique of many Further Education institutions is to claim professional working relationships with businesses, in order to promote career opportunities as a direct result of completing a course. It would appear seemingly beneficial to build in subject development with the teaching team also acting on work experience placements or back to floor sessions, whereby their professional skill to absorb, interpret and communicate knowledge can be harnessed. This is not to suggest this does not already happen, possibly easier for part time and variable session lecturers, but the business or industry link being sourced as a partner in the teaching environment and the PCE teacher, a conduit of knowledge and professional
Foreword:
I am glad to have found documented research that clarifies how broad a subject like Teacher Professionalism in Further Education can be.
From the off set of this assignment, it was clear that Professionalism is ambiguous. Before there could be any discussion we first need to be clear what is meant by professionalism and where better than to agree the etymology;
[1]
If then by simple definition, can such an ambiguity create such a diverse and radical suggestion that one maybe both professional and vocational? Whose etymology suggest operates at ones highest level …show more content…
In order to do this we need to be clear about our duties as a teacher, the role and objectives of providing and facilitating learning. However, in order to be effective in this, fundamentally we need to remain linked to our subject specialism. We cannot become complacent that our existing knowledge and skills will remain best practice in industry, and the purpose of our teaching requires up to date content. Here is where the theories of communities of practice are opportunities for collaboration and development, not only of our learners, but the lifelong learning, that might be attributed more to academics and researchers in Higher Education institutions. Teachers of Further Education may not be contractually obliged to carry out research but most likely; there is a significant clause to maintain a high level of vocational competency.
As part of the research into the area, we conducted a survey to current colleagues to determine the values and validity of Continuing Professional Development (CPD). An institutional buzzword associated to ones progress, by means of critical reflection, peer feedback, contractual reviews and in accordance with regulatory inspections.
CPD is a personal portfolio that allows professionals to assign targets to areas for improvement or ambition; it can also be considered a tool for managing and evaluating ones performance throughout their career.
The survey, completed by …show more content…
A marketing technique of many Further Education institutions is to claim professional working relationships with businesses, in order to promote career opportunities as a direct result of completing a course. It would appear seemingly beneficial to build in subject development with the teaching team also acting on work experience placements or back to floor sessions, whereby their professional skill to absorb, interpret and communicate knowledge can be harnessed. This is not to suggest this does not already happen, possibly easier for part time and variable session lecturers, but the business or industry link being sourced as a partner in the teaching environment and the PCE teacher, a conduit of knowledge and professional