Pttls Roles and Responsibilites of an Fe Teacher
| 2012 | | Blackpool and the Fylde College Leigharna McKenzie |
[an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher.] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |
As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors.
Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Such roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010).
At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i.e. what learners wish to achieve at the end of the course. The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework.
As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific purposes for which it was collected and not be disclosing to other parties without
[an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher.] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |
As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors.
Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Such roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010).
At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i.e. what learners wish to achieve at the end of the course. The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework.
As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific purposes for which it was collected and not be disclosing to other parties without
References: Ashmore. L., Dalton. J., Noel. P., Rennie. S., Salter. E., Swindells. D., Thomas. P., Equality and Diversity (2010) in Avis. J., Fisher. R., Thompson. R. (Eds.) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse Gould J., Francis M., Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A Morrsion J. (2003) “ABC of learning and teaching in medicine: Evaluation”, British Journal of Medicine, vol. 326, February, p.p. 385-387 BIBLIOGRAPHY: Ashmore. L., Dalton. J., Noel. P., Rennie. S., Salter. E., Swindells. D., Thomas. P., Equality and Diversity (2010) in Avis. J., Fisher. R., Thompson. R. (Eds.) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse Gould J., Francis M., Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J Tummons, J., Powell S., Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L., Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA