Cert Ed Assignment 1
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- Category: English: Creative Writing
- Date Submitted: 12/08/2015 09:29 AM
- Pages: 7
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The complex and multi-faceted aspects to a teacher’s role and responsibilities are evident in much of the commentary on teaching. Eastwood, et al.,
(2009, p. 1) describes teachers as ‘professional chameleons’ and this is particularly the case for teaching within the Lifelong Learning sector (LLS).
I teach in Further Education (FE), which is one of the most diverse provider of education opportunities within the LLS (Wilson, 2014, p. 16). FE Learners can range from 14 year olds studying vocational courses to pensioners learning for pleasure or social reasons (Wilson, 2014, pp. 4-5). As an FE teacher, I therefore need to respond to learners’ individual goals in order to help them learn. To do this, the traditional view of a teacher being a ‘purveyor of information’ and ‘fount of all knowledge’ (Reece & Walker, 2007, p. 3) is too limited.
In 2007 Lifelong Learning UK (LLUK) stated within its professional standards that the key purpose of a LLS teacher was “to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners" (Fulford , Robinson, & Thompson, 2010, p. 21). To achieve this, I need to follow a structured cyclical teaching process such as that identified by Wilson (2014, p. 10), reproduced below:-
Figure 1 The Teaching Cycle (Wilson, 2014, p.11)
Learners’ expectations have an impact on the roles and responsibilities of FE teachers. Some adults expect lots of hand-outs and teacher-led sessions, whereas others are seeking a more independent learning experience with the teacher as facilitator (Wilson, 2014, p. 24). I need to reflect these differences in my teaching approach while encouraging a more learner-centred style of teaching and a shared responsibility for learning between myself and the learners.
Whilst this might appear to create a more ‘equal’ relationship, I still need to be aware of the boundaries that must exist and ensure that I behave...
(2009, p. 1) describes teachers as ‘professional chameleons’ and this is particularly the case for teaching within the Lifelong Learning sector (LLS).
I teach in Further Education (FE), which is one of the most diverse provider of education opportunities within the LLS (Wilson, 2014, p. 16). FE Learners can range from 14 year olds studying vocational courses to pensioners learning for pleasure or social reasons (Wilson, 2014, pp. 4-5). As an FE teacher, I therefore need to respond to learners’ individual goals in order to help them learn. To do this, the traditional view of a teacher being a ‘purveyor of information’ and ‘fount of all knowledge’ (Reece & Walker, 2007, p. 3) is too limited.
In 2007 Lifelong Learning UK (LLUK) stated within its professional standards that the key purpose of a LLS teacher was “to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners" (Fulford , Robinson, & Thompson, 2010, p. 21). To achieve this, I need to follow a structured cyclical teaching process such as that identified by Wilson (2014, p. 10), reproduced below:-
Figure 1 The Teaching Cycle (Wilson, 2014, p.11)
Learners’ expectations have an impact on the roles and responsibilities of FE teachers. Some adults expect lots of hand-outs and teacher-led sessions, whereas others are seeking a more independent learning experience with the teacher as facilitator (Wilson, 2014, p. 24). I need to reflect these differences in my teaching approach while encouraging a more learner-centred style of teaching and a shared responsibility for learning between myself and the learners.
Whilst this might appear to create a more ‘equal’ relationship, I still need to be aware of the boundaries that must exist and ensure that I behave...