Values in Education Statement
Module One Assignment 1 Title: Values in Education Statement
My statement will evaluate how I integrate my personal values of equality and motivation to my approach to teaching and why I believe they are important in education. I will relate these values to some of the moral and philosophical principles and practices underpinned in educational policies and theory.
Halstead’s definition of ‘Value’ underpins my desire to enter the teaching profession:
Principles, fundamental convictions, ideals, standards or life stances which act as general guides to behaviour or as points of reference in decision-making or the evaluation of beliefs or action (1996: 5)
I hope to be able to convey my genuine desire to help learners develop their knowledge, skills and ‘convictions’ or values. I want to harness their ‘actions’ and achievements as I believe they are important and should be counted. I will be able to justify my intention and examine the drivers and motivations I have to join the profession. Finally I will indicate how these values may change as I gain different perspectives in teaching and learning. Equality of Opportunity
I will work to a professional value base, ensuring that my own practice promotes equality of opportunity and addresses the needs of the learner. This is an important expectation of teachers and is included in the Croydon College equal opportunities policy where I am doing my placement teaching.
Particular challenges still exist in the post compulsory sector to repatriate the inequality found elsewhere in the education system, to widen participation and provide greater access of opportunity. John Hayes, former Minister of State for Further Education, Skills and Lifelong Learning, in his speech ‘Skills and their Place in Modern Britain’ believes that Further Education has a major part to play in achieving these objectives:
We must also make the barrier between HE and FE more permeable. If we want learning to be really lifelong,
My statement will evaluate how I integrate my personal values of equality and motivation to my approach to teaching and why I believe they are important in education. I will relate these values to some of the moral and philosophical principles and practices underpinned in educational policies and theory.
Halstead’s definition of ‘Value’ underpins my desire to enter the teaching profession:
Principles, fundamental convictions, ideals, standards or life stances which act as general guides to behaviour or as points of reference in decision-making or the evaluation of beliefs or action (1996: 5)
I hope to be able to convey my genuine desire to help learners develop their knowledge, skills and ‘convictions’ or values. I want to harness their ‘actions’ and achievements as I believe they are important and should be counted. I will be able to justify my intention and examine the drivers and motivations I have to join the profession. Finally I will indicate how these values may change as I gain different perspectives in teaching and learning. Equality of Opportunity
I will work to a professional value base, ensuring that my own practice promotes equality of opportunity and addresses the needs of the learner. This is an important expectation of teachers and is included in the Croydon College equal opportunities policy where I am doing my placement teaching.
Particular challenges still exist in the post compulsory sector to repatriate the inequality found elsewhere in the education system, to widen participation and provide greater access of opportunity. John Hayes, former Minister of State for Further Education, Skills and Lifelong Learning, in his speech ‘Skills and their Place in Modern Britain’ believes that Further Education has a major part to play in achieving these objectives:
We must also make the barrier between HE and FE more permeable. If we want learning to be really lifelong,
References: Association of Colleges, http://www.aoc.co.uk/en/research/college-key-facts.cfm Accessed 24 November 2012. Barthorpe, Viner (1991). Differentiation, your responsibility, in Gifford, C. (ed.) (1993), Differentiation: A Practical Handbook of Classroom Strategies, Coventry, NCET. Curzon, L.B. (2004) Teaching in Further Education (Sixth edition) London: Continuum. Department for Business Innovation & Skills, http://www.bis.gov.uk/news/speeches/john-hayes-skills-and-their-place Accessed 24 November 2012. Halstead, J.M., Taylor, M.J., (ed.) 1996, Values in Education and Education in Values. London: The Falmer Press. Minton, D (2005) Teaching Skills in Further and Adult Education (Third edition). London: Thomson Learning. Petty, G. (2009).Teaching Today. Cheltenham: Nelson Thornes.