Wider Professional Practice
We were selected to deliver a learning activity on the concept of Professionalism in the LLS. Tasked to investigate the meaning of professionalism, using the perspective of organisations such as the Lifelong Learning UK (LLUK), the training and Development Agency (TDA), Institute of Learning (IfL) and also considering the broader context of business.
In order to broaden the scope of research the group were allocated specific tasks. We gathered the definition of professionalism from a eight separate sources such as traditional dictionaries, the internet, business sources, including government bodies’ interpretations. This was beneficial as I learned the range of definitions and how professionalism is interpreted in different sectors.
The group dynamics were completely normal, with some members not meeting dead lines for submission of resources, others being too dominating with unrealistic expectation, members not being regular attendees, some contributing too little others contributing too much. I would say that it was a typical group mix and as the groups were selected randomly; the result was the best mix. I was very happy to work with all the members. We were able to agree on the most comprehensive definition as “continually achieving excellence through a willing, eager and responsible approach to: •
enhancing one’s own relevant qualifications and competence (LLUK); •
the development of one’s own knowledge and the application of good practice relative to teaching and learning (CPD); •
developing people and improving young lives (TDA)’.
It was also agreed that a teacher should follow some principles of professionalism; Teachers should take a responsible and proactive approach to: 1.
The application of good practice;
Addressing quality, diversity and inclusivity issues;
Complying with the law;
Respecting professional codes of practice;
Accepting governance and accountability;
Being altruistic in professional duty and
Embracing change and making it work.
Through our research we came across the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to understand work there are 5 phases or the 5 ‘S; 1. Sorting,
2. Straightening or setting in order,
3. Sweeping or systematic cleaning,
5. Sustain the discipline or self discipline.
We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 “P’s” of Passion, Persistence and Professionalism. Therefore qualities an individual should have to perform well and gain authority. However when I looked at a report from Brown and Turk (1998) the mmisuse of power can happen when a professional person takes control of a situation. People on the receiving end of power misuse feel powerless. Brown and Turk (Brown, 1998) suggest that children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people are usually in care and because of their special needs, the professional have access to their bodies beyond what would be considered typical (Brown, 1998, p114). We all were included in the discussions and opinions were heard but clear boundaries were laid down to which the group was able to follow set targets. The planning was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our level of interest we were able to engage the learners, with our idea. We also handed out a very comprehensive amount of additional critical material in order so that the learners could refer back to it for future reference. Furthermore, if I had to do this again we would organize our handout material in either one simple handout, so that the learners could follow the speaker...
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