Understanding Roles Responsibilities and Relationships in Education and Training
Understanding Roles, Responsibilities and Relationships in Education and Training
The Teaching Role and Responsibilities In Education And Training
The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role.
Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning.
Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such:
Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation
In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey & Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility.
Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times.
References:
Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014.
Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd.
The Teaching Role and Responsibilities In Education And Training
The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role.
Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning.
Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such:
Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation
In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey & Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility.
Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times.
References:
Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014.
Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd.
References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006) Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.