Studies In Professionalism

Advanced Studies in Professionalism in Education and Training

Introduction

This essay will argue that a new perception of teaching and managing in FE post 16 education is required, to maintain and retain dedicated and caring teachers. It will not only look at how the lecturer is perceived in FE Education, it will address the political, sociological and philosophical significances and consequences. It will address the valuing of the sessionally paid lecturer, the political influences that surround all issues relating to the lecturer, and look at the working practices within the college system.

Historical Background

The social philosophy of further education colleges and universities has been modified and watered
The new standards, which take into consideration that all Tutors have to be brought up to the same standard, therefore all unqualified are required to achieve the objectives within the specified timeframe of 2010. The common goals for all in FE sector are clear in the benefits that they should bring to; this would be job security, permanent status, with all the benefits these entail. With these in place then the professional status and acceptance of Tutors as this, can only bring benefits to all those involved in FE, from Tutors, students, management, etc.

It could be said of the FENTO standards that it will encourage full participation of its entire member to be involved with commitment that is needed to constantly build and make improvements, demonstrate pride in the job where the contribution and input of good practice will aid personal development. Over-arching values are written into FENTO’s code of practice, which are as follows:

• Reflective practice • Collegiality and
When we look at the standards relating into the way I teach and conduct myself in the classroom, FENTO’s valuing system is one that I unconsciously ‘arch’ into the sessions. All students are taken at face value, they are valued for who they are and what they are, and it is acknowledged they have a different life experience to myself, with acknowledgement given to the fact they have concerns, experiences, and problems, just like the next person. Encouragement is given at every stage, with individual needs being addressed, autonomy is encouraged, with gentle persuasion given where and when needed. Alternatively, I do allow that for some students low self-esteem, low confidence are overriding factors that have to be addressed a t every session, though to a lesser degree as the year progresses. This balancing act within the classroom, going at the pace every learner is comfortable with, is a strategy I have implemented consciously, and has proven to be of benefit to the learner’s