Unit trying to maintain and improve the

Unit 4: Wider Professional Practice and
Development in Education and Training

1.1  Define
the concept of professionalism and dual professionalism in education and
training.

Teachers and
trainee teachers are both required to consistently show a high standard of
personal and professional conduct within their work environment, as well as
maintaining a high standard of work. It is important that these professionals
identify their professional duties and responsibilities within the statutory
framework and also the standards required of them at all times.

The
Professional Standards are designed to be used by:

•     Teachers and trainers

•     Teachers and trainers/managers supporting the development of
others

•    
Leaders and managers

“The
Professional Standards present a chance to recognise and encourage the
professionalism and dedication of all those that work in the sector and our
devotion to develop further” (Education and Training Foundation, 2014).

Dual
professionalism is an individual that is professional in both an industry
specialism and education. This then enables you to transfer your knowledge and
experience from one profession to the other.

Teachers and
trainers are ‘dual professionals’ as they are both vocational/subject
specialists and teaching experts, committed to maintaining and developing their
expertise in both aspects of their role to ensure the best outcomes for their
learners (Education and Training Foundation, 2014).

The dual
professionalism of Education and Training teachers and trainers is a core
concept of the Professional Standards. Teachers and trainers should give their
learners expert subject knowledge, and know how to apply teaching skills that
are appropriate to a wide range of contexts and different types of learners so
students can benefit from the knowledge.

Education and
Training employers will be committed to try and develop whole organisation
approaches to trying to maintain and improve the quality of their teaching and
the technique used to facilitate learning to achieve the highest standard of
achievement. This is achievable by developing the staffs’ professional
standards across the educational facility whether it is a Further Education
institution or Secondary School. 
“Professionals working in this vital sector need to aspire to the
highest possible standards. The new Standards will help us work with teachers
who want to be superb professionals, challenge themselves and their
organisations, and have a profound impact on learners and their achievements”
(Dean, 2014).

The
Professional Standards should be used to develop policies and procedures of an
educational body.

For example,
they may include:

·        
Strategies
to improve the quality of teaching and learning, and initial teacher training
across the organisation;

·        
Induction
and mentoring systems;

·        
Staff
development/performance management processes;

·        
The
recruitment of staff, for example informing the development of job descriptions
and person specifications;

·        
The
approach to organisational training needs analyses (Education and Training
Foundation, 2014).

When becoming
a professional teacher or trainer you should demonstrate commitment to the
following in your own professional practice.

·        
Professional
values and attributes.

·        
Develop
your own judgement of what works and does not work in your teaching and
training.

·        
Reflect
on what works best in your teaching and learning to meet the diverse needs of
learners.

·        
Evaluate
and challenge your practice, values and beliefs.

·        
Inspire,
motivate and raise aspirations of learners through your enthusiasm and
knowledge.

·        
Be
creative and innovative in selecting and adapting strategies to help learners
to learn.

·        
Value
and promote social and cultural diversity, equality of opportunity and
inclusion.

·        
Build
positive and collaborative relationships with colleagues and learners.

·        
Professional
knowledge and understanding.

·        
Develop
deep and critically informed knowledge and understanding in theory and practice.

·        
Maintain
and update knowledge of your subject and/or vocational area.

·        
Maintain
and update your knowledge of educational research to develop evidence-based
practice (Education and Training Foundation, 2014).

 

1.2  Explain
ways in which own professional values influence own practice in an area of
specialism.

I will be
reflecting on my own process and my roles and responsibilities as a
professional within an educational facility. By choosing teaching as a
profession you are required to: gain the relevant qualifications, have access
to membership of a governing body, understand the impact of values, beliefs and
skills on professional effectiveness. This is applied through the professional
standards work book which can be accesses via your educational facility or
online. By having access to this I am able to reflect on my professionalism by
using the standards as a guide line.

The learning
process is referred to as being recurring and indefinite (Petty.G, 2009).  My own approach to teaching I would consider
to be more humanistic but I also use the behaviourist theory when required to
deal with behaviour management. I am currently in the process of gaining my
teaching qualification and becoming an educational professional.  Before becoming a teacher I worked within a
pharmacy setting and gained a lot of professional skills and understanding and
I am able to apply this experience to my own practice.  I will ‘reflect in action’ (Schon) when
teaching the same topic/lesson to a number of classes which therefore means
that the final class will get a better lesson as I improved in certain areas
and altered the lesson to better suit the students. This is required within a
professional setting as I am not only required to reflect on own practice but
suggest strategies to improve the quality of teaching and learning.

Inspire,
motivate and raise aspirations of learners through my enthusiasm and knowledge,
is something that I try and achieve in all lessons. I try and achieve this by
trying to make the lessons as productive as possible by using my own experience
and knowledge to show and explain how science can be of value to the students,
and how they can use the skills taught in lesson to use in life. I always show
how passionate I am about chemistry and other science subjects and try and
convey this to the students so that they can enjoy the lesson. It is important
to sow passion because if not students will not care about the subject as they
reflect on how the teacher puts across the lesson.

I also use
technology to help the students understand the lesson better, in particular
educational videos on YouTube. These videos help the students picture the
information better by using diagrams and animation to explain the information
and extend the learning context. By using these resources I can be creative and
innovative by selecting and adapting strategies to help the student learn and
reach their potential.

Through my
research for gaining my DET I have been using models of reflection by Kolb and
Moon and using the Education and Training Foundation to develop and understand
my roles and responsibilities as a teacher within an educational facility
(secondary school).  The Education and
Training Foundation has facilitated my understanding of the terms
professionalism and dual professionalism and how I can apply these terms to
myself. Through my understanding of professionalism I have been able to develop
my teaching in my specialised area which I hope is beneficial to the students
and their chances of achieving their full potential.

2.1 Explain ways in which social,
political and economic factors influence education policy.

John
Dewey describes education as being the “development
of all those capacities in the individual which will enable him to control his
environment and fulfill his possibilities.” But at times factors may have more
to play towards our future, such as social, political and environmental
influences on education.

Educational facilities reflect the social blueprints that
exist within a country. Therefore the education system is seen as a social
factor that reflects the philosophy of those people within its grounds, and
every society consists of individuals and regardless of their economical state
they will have some sort of educational system.

Education and social change are interlinked as education
provides and distributes a better understanding towards our society and
culture, and social change is the catalyst towards educational thought. One without
the other would prevent advanced development. There are a number of reasons
education is required in society these include:

 

Education
can start new social changes and gives individuals direction and purpose.
Education
establishes social reformers and the leaders who strive to bring about
social changes.
 Education determines the nature of social
changes, as it gives individuals ideas on what can be improved on. Changes
in society can include civilization change, cultural change and change in
social relationship.
“Education
prepares the individual for social changes. It brings a change in the need
– dispositions and also frustrations with the status. Relationship between
education and social change” (Ramaswamy.S, 2013).

Dewey states’ ” by various agencies unintentional and
designed, a society transforms uninitiated and seemingly alien beings into
robust trustee of its own recourses and ideals. Education is thus a fostering,
venturing and cultivating process. All of these words means that implies
attention to the condition to the growth”.

Education and social change in the UK have been
influenced by a number of different aspects these include:

Present educational needs.

Past and present existing realities i.e. the older
generation trying to adapt education with the growing knowledge of technology.

Individuals living situation i.e. urban elite and rural
areas have different educational opportunities due to class size and economy.

Youth have a need of belonging and want fuller
involvement with society.

New school academies.

 

Education depends heavily on the economical prospect of
the country. Economic factors in turn influence the content, method and
resources of an education system. If the economic condition is poor the
education becomes less important and begins to fall behind in comparative to
stronger more economically stable countries where the education is prioritised.
In these stronger countries they use curriculum and educational ambitions to
make the country more prosperous. For example in Japan the educational system
is constructed so they can make there pupils strong and capable so once they
graduate and work they are responsible independent adults. On the other hand in
India once students graduate they are incapable of progression as they do not
have any life skills and thus employability increases.      

Another economic influence on education is that lower
class citizens within a community or area are more likely not to prioritise
further education for their children and are quite happy with them achieving
the minimum required education (GCSE). In contrast the majority of individuals
from an upper class background are more likely to have children graduating from
university as they can meet the costs of tuition fees. But if we apply this to
the UK this is not always the case as there are grants, bursaries and loans provided
therefore educational opportunities are somewhat balanced.  

Another economic factor that can effect education is the
growth (development of knowledge) of a society or individuals. The education
system should be able to provide opportunities via resources and curriculum
change to help expand the development of individuals, because through this
development we can guarantee the progression of a nation.

The political ideology which controls the government of a
country also has an impact on education and educational policy. The political
factors will decree the educational systems administration as well as funding
provided to state schools. These factors will also inspire the features and
function of an educational system as each political party has different views
and policies. Jeremy Corbyn represented the Labour party in the 2017 elections, “Labour’s manifesto would provide schools in England with
an extra £6bn annually………. they would also oppose grammar schools, expand free
school meals provision to cover all primary-age pupils and reintroduce the
Education Maintenance Allowance for lower-income students in further education”(The
Week, 2017).