Lifelong Learning - the Essential Introduction
Abstract
This paper aims to describe the role of the teacher and his associated responsibilities, and to analyse the impact of his behaviours on his students and the wider community. For the purpose of the paper I refer to the teacher as “he” throughout.
Introduction
The traditional role of the teacher is that of imparting knowledge by explanation or demonstration. Certainly, the teacher is employed by a school, company, training organisation or other institution to educate and inform. However, teaching is no longer considered to be a one-way process of a teacher standing at the front of a room regurgitating facts and figures to a classroom of passive students. Changes in social norms, employment requirements, technology, educational funding opportunities, for example, affect the role of the teacher; there is an ever-increasing recognition of the importance of the teacher as leader, motivator, protector, nurturer, listener and communicator, as well as informer.
The recognition of the teacher’s diverse approach is particularly pertinent in the post-compulsory education sector, one driven largely by adults with different motivations, needs and expectations to those of children (Knowles, 1983). Recognition of the need for an overhaul of teaching delivery and standards in post-compulsory (or lifelong learning) education has led to changes in legislation over the past two decades, including the Further and Higher Education Act (1992) and the Education Act (2002). The resulting shift in focus, both with regards to teaching practice and the role of the teacher and his responsibilities, now forms part of a wider framework of standards from Lifelong Learning UK (LLUK, 2007), which also focuses on the continuing professional development (CPD) of teachers, trainers and assessors across a wide range of sectors. CPD is essential for the teacher to keep abreast of changes in legislation, research and teaching standards, as well as to enhance self-knowledge and develop a
This paper aims to describe the role of the teacher and his associated responsibilities, and to analyse the impact of his behaviours on his students and the wider community. For the purpose of the paper I refer to the teacher as “he” throughout.
Introduction
The traditional role of the teacher is that of imparting knowledge by explanation or demonstration. Certainly, the teacher is employed by a school, company, training organisation or other institution to educate and inform. However, teaching is no longer considered to be a one-way process of a teacher standing at the front of a room regurgitating facts and figures to a classroom of passive students. Changes in social norms, employment requirements, technology, educational funding opportunities, for example, affect the role of the teacher; there is an ever-increasing recognition of the importance of the teacher as leader, motivator, protector, nurturer, listener and communicator, as well as informer.
The recognition of the teacher’s diverse approach is particularly pertinent in the post-compulsory education sector, one driven largely by adults with different motivations, needs and expectations to those of children (Knowles, 1983). Recognition of the need for an overhaul of teaching delivery and standards in post-compulsory (or lifelong learning) education has led to changes in legislation over the past two decades, including the Further and Higher Education Act (1992) and the Education Act (2002). The resulting shift in focus, both with regards to teaching practice and the role of the teacher and his responsibilities, now forms part of a wider framework of standards from Lifelong Learning UK (LLUK, 2007), which also focuses on the continuing professional development (CPD) of teachers, trainers and assessors across a wide range of sectors. CPD is essential for the teacher to keep abreast of changes in legislation, research and teaching standards, as well as to enhance self-knowledge and develop a
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