Wider Professional Practice
Task 1 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. Improving knowledge;
2. The application of good practice;
3. Addressing quality, diversity and inclusivity issues;
4. Complying with the law;
5. Respecting professional codes of practice;
6. Accepting governance and
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. Improving knowledge;
2. The application of good practice;
3. Addressing quality, diversity and inclusivity issues;
4. Complying with the law;
5. Respecting professional codes of practice;
6. Accepting governance and
References: Brown.H, TurkV, (1998) ‘Defining sexual abuse as it affects adults with learning disabilities’ in K100 Understanding Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P Reference: National Children 's Bureau (2007) Putting children and young people first [online] Available from: http://www.ncb.org.uk/Page.asp (Last accessed 22.05.11) A government policy- Every Child Matters (ECM/ELM) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004)