Write a Critical Evaluation of What It Means to Be a Teacher/ Trainer in Your Context Within the Lifelong Learning Sector
4. Write a critical evaluation of what it means to be a teacher/ trainer in your context within the Lifelong Learning Sector
LO,1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities, both across the sector and in relation to own subject teaching and the impact of each.
LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective practice and models of continuing professional practice in relation to self;
LO,3 . Demonstrate and address own identified learning needs for skills and knowledge and explore the impact of own continuing professional development on own teaching and wider professional role.
2000 words. Actual (2,341) words including reference and question and references
Introduction
This response is intended to critically evaluate what it means to be a teacher and or trainer in the lifelong learning sector this builds on from the work completed in module one which addressed the role in relation to the teaching and learning cycle. As it was previously mentioned in module 1 the principles of equality are intrinsic to current thinking about how learning takes place; by using a learner centered approach it supports equality, diversity and inclusion. It is also the teacher legal responsibility to ensure that equality diversity and inclusion are maintained, and as such it is fundamental that Anti Discriminatory Practice (Thompson 2006) is promoted at all times. The teacher should be seen to value all participants’ and their experience and by modeling a genuine respect for diversity, the learning of the group will be enhanced.
Supporting each individual to achieve their potential without discriminating directly or indirectly against any individual within the group or the group itself is a legal requirement. The Equality Act (2006) states that “No learner should be discriminated against “on the ground of * race * gender *
LO,1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities, both across the sector and in relation to own subject teaching and the impact of each.
LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective practice and models of continuing professional practice in relation to self;
LO,3 . Demonstrate and address own identified learning needs for skills and knowledge and explore the impact of own continuing professional development on own teaching and wider professional role.
2000 words. Actual (2,341) words including reference and question and references
Introduction
This response is intended to critically evaluate what it means to be a teacher and or trainer in the lifelong learning sector this builds on from the work completed in module one which addressed the role in relation to the teaching and learning cycle. As it was previously mentioned in module 1 the principles of equality are intrinsic to current thinking about how learning takes place; by using a learner centered approach it supports equality, diversity and inclusion. It is also the teacher legal responsibility to ensure that equality diversity and inclusion are maintained, and as such it is fundamental that Anti Discriminatory Practice (Thompson 2006) is promoted at all times. The teacher should be seen to value all participants’ and their experience and by modeling a genuine respect for diversity, the learning of the group will be enhanced.
Supporting each individual to achieve their potential without discriminating directly or indirectly against any individual within the group or the group itself is a legal requirement. The Equality Act (2006) states that “No learner should be discriminated against “on the ground of * race * gender *
References: Argyris ,M,(1983),The psychology of interpersonal behaviour, Penguin, Harmondsworth Belbin,M Barber , B. (1963), Some Problems in the Sociology of the Professions, Daedalus. 92 (1963), 669. Brookfield, S. (1995), Becoming a critically reflective teacher,(pg88) Josey – Boss, San Francisco Howell, W.S Kolb, D. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. LLUK (2006) Professional standards for teachers, tutors and trainers in the lifelong learning sector '. London: LLUK Maister, D Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly. 44(4), 222-232. Schon, D. (1991), The Reflective practitioner, (pg276-278 ) Ashgate Publishing Limited; New edition England Wilson, L