Role and Responsibilities of a teacher
Analyse the role and Responsibilities of the teacher and the boundaries of that role.
Gold and Barentsen (2014), illustrate that teaching, unlike many other professions, encompasses much more than the role suggests. They argue that when considering a role in the sense of ‘the activities’ associated by that given job or profession, a teacher’s is much more diverse. To suggest then that the role of a teacher is, quite simply, to teach, in the same way, for example, that a dancer’s role is to dance, would fail to fully explain the multi-faceted aspect of the profession, particularly considering that ‘teaching involves far more at its core than the name of the occupation initially suggests’ (Gold and Barentsen: 2014:pg3).
A teacher in the Lifelong Learning Sector, that is, in post compulsory education, is tasked with striking a perfect balance between teaching-related responsibilities and administrative ones as well as providing pastoral support to learners and meeting institutional requirements.
This essay will analyse the role and responsibilities of a teacher with a focused look at the lifelong learning sector and will examine the challenge of boundaries, particularly within a role where the responsibilities are ever expanding.
When considering the role of a teacher in the Lifelong Learning Sector, it is clear to see the complexity of a teacher’s role here. Wilson (2008), argues that the sector is ‘broad’ and as such, teachers are expected more than ever to ‘offer value for money’ by considering the requirements of the awarding bodies as well as ensuring that learners achieve in a manner in which they are happy with, bearing in mind at the same time, the needs of their parents and employers who may all have a vested interest in the learner’s experience. (Wilson, 2008, pg4).
Wilson further illustrates that learning in the Lifelong Learning Sector often comprises of various motivations for learners, meaning that, while it may form part of the reason, not all
Gold and Barentsen (2014), illustrate that teaching, unlike many other professions, encompasses much more than the role suggests. They argue that when considering a role in the sense of ‘the activities’ associated by that given job or profession, a teacher’s is much more diverse. To suggest then that the role of a teacher is, quite simply, to teach, in the same way, for example, that a dancer’s role is to dance, would fail to fully explain the multi-faceted aspect of the profession, particularly considering that ‘teaching involves far more at its core than the name of the occupation initially suggests’ (Gold and Barentsen: 2014:pg3).
A teacher in the Lifelong Learning Sector, that is, in post compulsory education, is tasked with striking a perfect balance between teaching-related responsibilities and administrative ones as well as providing pastoral support to learners and meeting institutional requirements.
This essay will analyse the role and responsibilities of a teacher with a focused look at the lifelong learning sector and will examine the challenge of boundaries, particularly within a role where the responsibilities are ever expanding.
When considering the role of a teacher in the Lifelong Learning Sector, it is clear to see the complexity of a teacher’s role here. Wilson (2008), argues that the sector is ‘broad’ and as such, teachers are expected more than ever to ‘offer value for money’ by considering the requirements of the awarding bodies as well as ensuring that learners achieve in a manner in which they are happy with, bearing in mind at the same time, the needs of their parents and employers who may all have a vested interest in the learner’s experience. (Wilson, 2008, pg4).
Wilson further illustrates that learning in the Lifelong Learning Sector often comprises of various motivations for learners, meaning that, while it may form part of the reason, not all