Recent developments in the professionalisation of teaching have emphasised the importance of values. In the light of your own experience examine the extent to which personal values support or conflict with professional objectives.
In this paper it will be necessary to look at what professionalisation and values are, what they mean, and if they have any relevance within teaching in todays Further Education system. To fully understand the above statement and explore it further, it is necessary to dissect the title and investigate exactly what is professionalisation and and how its development came about. The Labour Government asked the Lifelong Learning UK to initiate new professional standards for teaching in Further Education in 2004. These standards were set up to clearly outline what was expected of tutors, lecturers and educators including their roles and responsibilities. They were developed specifically in response to calls from Ofsted for more easily perceived standards with an emphasis on ability of teaching a particular subject or activity. We will be looking at these new standards to see if they have contributed to developments in teaching within the FE system and supported professionalism of educators or if they have been detrimental. Before continuing let us look at some definitions to clarify what exactly professionalisation is. The following are taken from the online Oxford English Dictionary.
Profession - a paid occupation, especially one that involves prolonged training and a formal qualification: his chosen profession of teaching Professional - a person engaged or qualified in a profession. Professionalisation - give (an occupation, activity, or group) professional qualities, typically by increasing training or raising required qualifications. It could be argued that professionalism and professionalisation are contradictory to one another, it is all very well to improve standards of knowledge and skills but not at the failure of ignoring a teacher who is passionate about teaching and caring about student learning. To try and comprehend we need to look back at post-compulsory education history. In 1976 the then Labour Prime Minister, James Callaghan, made a speech at Ruskin College, Oxford that became know as ‘Towards a national debate’.
Callaghan was concerned at what was lacking in the education system for 16-19 year olds, he believed that; ‘The goals of our education, from nursery school through to adult education, are clear enough. They are to equip children to the best of their ability for a lively, constructive, place in society, and also to fit them to do a job of work. Not one or the other but both.’ James Callaghan, Towards a national Debate, October 1976. As a result of this the education system came under intense scrutiny and it could be suggested, unprecedented political interference. This led to a more formal structure of education and resulted in the Education Reform Act of 1988, The Education (schools) Act 1992, a school inspection system set up and managed by the Office for Standards in Education (Ofsted).
The main qualifications that will be discussed within this assignment are in the curriculum area of Beauty and Holistic Therapies within a Further Education College situated on the South West Coast of England. Before exploring what constitutes as values we need to look briefly at the area being discussed. These qualification were originally based fundamentally upon Tyler’s product model (the product approach) in that, it shows clear prescribed objectives. These are based upon an externally provided and verified system of assessment that is then evaluated against set criteria based upon vocational requirements of a specific Sector Skills Council (City and Guilds). Within this qualification the content of lessons can be directly referenced to the qualification’s externally set criteria. This shows that the criteria are employer centred; this could lead to prospective teacher...
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