Professionalism and dual professionalism in education and training

4.1.1       Define the concepts of professionalism and dual professionalism in education and training.

The teachers who possess professional attitude and conduct, they are not only subject to a number of codes of conduct and technical standards and guidelines applicable to their dual roles. Teachers must exhibit a high degree of professional integrity and values while at the same time demonstrating ingenuity and knowledge and providing a degree of versatility and innovation for all forms of teachers. Teachers also need to demonstrate that they can adapt to learning styles, at the same time, they can use new learning tools to support all students with all of their skills. Teachers criteria for obtaining a competent Teacher education and Skills Status are the countrywide specialized Standard Agency. Ideally, QTLS guarantees the minimum level of integrity and competence for all professional teachers.  In the same way as the QTLS for instructor lays out specific requirements of good teaching and practice, higher education practitioners will need to obtain a degree from Higher learning Academy comradeship to facilitate boost and uphold higher education / lecturers standards. The students not only are taught the subject from their instructor, they learn from their actions and their behaviors. They also learn how a professional reacts to circumstances, clothes and organization.  Personal and private behavior in the area of teaching has been constantly scrutinized as part of their professionalism (Peel, 2005). It has been established that teachers and trainers are dual professionals, because they are both vocational /subject specialist and teaching experts. To maintain dual professionalism as a teacher, one must be committed to expertise such as maintaining CPD to ensure the best outcomes for their learners and at the same time manage their personal views as not to conflict with their professional conduct.

4.1.2       Explain the ways in which your own professional values influence your practice in your area of specialism.

What you value from inside and are expressed in your behavior are professional values. As an educational professional, I have confidence and therefore cannot impose my views on other people or share values that conflict with teaching standards and law (Forte and Flores, 2014). Professional values in my teaching practice influenced my lectures in no small way, as highlighted below;

1. I have been able over time to develop my own judgment of what works in my teaching and training and what does not.

I regularly think of the best way to meet the diverse needs of my students during my teaching and learning: during my practical training in science, for example, I am combining the smaller skill groups with the highest skills groups to make learning easier between learners in their own space. One tool that I use to highlight what works for me in the classroom is to understand and evaluate my own practice critically by evaluating and challenging my teaching experience through feedback from students and teaching assistants and by incorporating changes in my lesson plans.

I also make sure all apprentices have access to equal opportunities in a non discriminatory learning environment, and one of the way that I tend to do this is to start my lessons with a general task (AFL), so I can differentiate my apprentices in the initial assessment between my skill groups on the basis of performance.

2. Enthusiasm and knowledge inspire, motivate and increase learners aspirations.

I have always displayed a high level of knowledge of subject matter in my practice by taking CPDs, I also have a strong passion for science in particular biology. I can therefore easily inspire my students to love biology as a subject through my own experiences and knowledge in order to exemplify how the subject can be of value to the student.

 The student should submit a completed table (as below):

Bibliography

Peel *, D., 2005. Dual professionalism: facing the challenges of continuing professional development in the workplace?. Reflective Practice, 6(1), pp.123 140.

Forte, A.M. and Flores, M.A., 2014. Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), pp.91 105.