Write a Critical Evaluation of What It Means to Be a Teacher/ Trainer in Your Context Within the Lifelong Learning Sector

Topics: Competence, Professional, Profession Pages: 9 (2707 words) Published: April 20, 2011
4. Write a critical evaluation of what it means to be a teacher/ trainer in your context within the Lifelong Learning Sector LO,1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities, both across the sector and in relation to own subject teaching and the impact of each. LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective practice and models of continuing professional practice in relation to self; LO,3 . Demonstrate and address own identified learning needs for skills and knowledge and explore the impact of own continuing professional development on own teaching and wider professional role. 2000 words. Actual (2,341) words including reference and question and references

This response is intended to critically evaluate what it means to be a teacher and or trainer in the lifelong learning sector this builds on from the work completed in module one which addressed the role in relation to the teaching and learning cycle. As it was previously mentioned in module 1 the principles of equality are intrinsic to current thinking about how learning takes place; by using a learner centered approach it supports equality, diversity and inclusion. It is also the teacher legal responsibility to ensure that equality diversity and inclusion are maintained, and as such it is fundamental that Anti Discriminatory Practice (Thompson 2006) is promoted at all times. The teacher should be seen to value all participants’ and their experience and by modeling a genuine respect for diversity, the learning of the group will be enhanced. Supporting each individual to achieve their potential without discriminating directly or indirectly against any individual within the group or the group itself is a legal requirement. The Equality Act (2006) states that “No learner should be discriminated against “on the ground of * race

* gender
* disability
* sexual orientation
* religious faith or belief, and,
* age
In October 2010 the new Equality Act came into force and this strengthens and consolidates the previous legislation adding sections to the above such as gender reassignment, marriage and civil partnership as well as pregnancy and maternity.

Inclusive learning is about ensuring access, equality, diversity, and widening participation, which lie at the heart of inclusive learning as they enable all individuals to learn irrespective of their background, circumstances or need. This is fundamental to the way in which the Health Improvement Training team work. The training role within health that is being critically evaluated is the role of project lead within the NHS training and development team known as ‘Health Improvement Training Solutions’ (HITS). This role involves designing delivering and evaluating a variety of courses for adult learners within the topic specialisms of communication, health and well-being and public health. It also requires the post holder to be the lead on quality. The HITS team is a registered accreditation centre for the Royal Society for Public Health (RSPH) this role acts as the lead contact/ coordinator for the organisation when dealing with RSPH. The types of courses delivered can be as part of the teams’ brochure training, a reactive request by an organisation to deliver a brochure course within their organisation or a request for a bespoke project to be designed and delivered to the customers specification.. The role also deputises for the lead in their absence and is part of the senior team who work out the direction of the team. The sectors covered are community and voluntary sector, work placed learning, as well as for the NHS staff with a particular support for community services staff and the wider public workforce mainly in East Kent. On request the team will deliver training, within the South East. The teams’ mission statement is as follows:...

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Barber , B. (1963), Some Problems in the Sociology of the Professions, Daedalus. 92 (1963), 669.
Brookfield, S. (1995), Becoming a critically reflective teacher,(pg88) Josey – Boss, San Francisco
Howell, W.S
Kolb, D. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
LLUK (2006) Professional standards for teachers, tutors and trainers in the lifelong learning sector '. London: LLUK
Maister, D
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly. 44(4), 222-232.
Schon, D. (1991), The Reflective practitioner, (pg276-278 ) Ashgate Publishing Limited; New edition England
Wilson, L
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