Diploma Task 426
Dawn Muscroft
Teaching, learning and assessment in education and training
Introduction
The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.
The report will also show the roles of initial and diagnostic assessments.
My own role and responsibility in education and training
Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach.
As an Employability Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, planning lessons, and preparing resources.
Machin, Hindmarsh, Murray and Richardson (2013) identify that learner should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn.
Personally, I believe that my role is not just about the teaching of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and supporting each others ideas, and identifying individual needs. These are shown in the Teacher training cycle identified by Ann Gravells (2012):
Identification of need
The need of the student is often gained through discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the right course, with the right materials and resource to succeed.
Planning and Design
One the identification of needs has been identified, then the planning and design of the individuals learning can begin.
Teaching, learning and assessment in education and training
Introduction
The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.
The report will also show the roles of initial and diagnostic assessments.
My own role and responsibility in education and training
Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach.
As an Employability Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, planning lessons, and preparing resources.
Machin, Hindmarsh, Murray and Richardson (2013) identify that learner should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn.
Personally, I believe that my role is not just about the teaching of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and supporting each others ideas, and identifying individual needs. These are shown in the Teacher training cycle identified by Ann Gravells (2012):
Identification of need
The need of the student is often gained through discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the right course, with the right materials and resource to succeed.
Planning and Design
One the identification of needs has been identified, then the planning and design of the individuals learning can begin.
Bibliography: Blachford, R. (2013) The 2012 Teachers’ standards in the classroom. London. Sage Learning Matters. Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters. Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.