Role and Responsibilities, and Boundaries of Own Role as a Teacher
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- Date Submitted: 07/22/2010 08:16 AM
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My role as a teacher in the lifelong sector is to facilitate learning. This role involves carrying out responsibilities that are shaped by national legislation and institutional requirements. In performing my role and responsibilities, it is essential that I am able to maintain professionalism by establishing boundaries and acknowledging my limitations as a teacher.
I will be teaching a range of subjects falling within the management of information systems discipline including intellectual capital management, knowledge management and strategic information management. The learners are full-time and part-time undergraduate and graduate students, aged 18 years old and above, male and female, coming from diverse backgrounds and nationalities. Courses will be classroom-based and will include lectures, in-class discussions, case studies, seminars and student research. There would be one two-hour teaching session and one one-hour seminar per week.
My main role as a teacher is to become a facilitator of learning: “a person who assists students to learn for themselves” (Reece and Walker, 2007 p.3). Rather than being preoccupied with how to teach things, my main focus is to understand how people learn and how to bring about this process. This means that the individual abilities, experiences, needs and motivation of the learners shape how teaching will be done and necessitates that the learners are actively involved in the learning process. This approach is particularly relevant to adult learners as Farringdon (1996) found that adults learn best when they make use of their experience, become autonomous and have responsibility for learning.
In fulfilling this role, I have to carry out legal and contractual responsibilities. I need to ensure that legislative policies such as health and safety and equal opportunities are adhered to. As an employee, it is my responsibility to operate effectively as a part of a team of academic, technical and administrative...
I will be teaching a range of subjects falling within the management of information systems discipline including intellectual capital management, knowledge management and strategic information management. The learners are full-time and part-time undergraduate and graduate students, aged 18 years old and above, male and female, coming from diverse backgrounds and nationalities. Courses will be classroom-based and will include lectures, in-class discussions, case studies, seminars and student research. There would be one two-hour teaching session and one one-hour seminar per week.
My main role as a teacher is to become a facilitator of learning: “a person who assists students to learn for themselves” (Reece and Walker, 2007 p.3). Rather than being preoccupied with how to teach things, my main focus is to understand how people learn and how to bring about this process. This means that the individual abilities, experiences, needs and motivation of the learners shape how teaching will be done and necessitates that the learners are actively involved in the learning process. This approach is particularly relevant to adult learners as Farringdon (1996) found that adults learn best when they make use of their experience, become autonomous and have responsibility for learning.
In fulfilling this role, I have to carry out legal and contractual responsibilities. I need to ensure that legislative policies such as health and safety and equal opportunities are adhered to. As an employee, it is my responsibility to operate effectively as a part of a team of academic, technical and administrative...