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Issues in Professional Learning & Development


Submitted By BrianRowe
Words 1378
Pages 6
Issues in
Professional Learning


Module code
EPD 304

Being Professional

Adult Education expects you to be professional in your work and expects you to maintain high standards of teaching, but how do we measure high standards of teaching. Can we expect different levels of professionalism with experience, looking at Dreyfus (1986)Benner (1984), what makes a Professional Practitioner and at what level. As a group we answered this and came up with many reasons (with some crossing over). This is shown below with title and bullet points.
The Beginner • Limited experience of teaching • Limited knowledge of strategies • Can be over/under prepared • Tunnel vision • Under/over estimate time allocated to subjects • Limited practical knowledge
• Can organise to an acceptable level • Not a great deal of deviation • Know what to do • No added value (no enrichment) • The syllabus with nothing more than what is needed
Advanced Practitioner • More willing to hand over control teaching/coaching role • Effective manager • Helping role • Monitoring the quality of practice • Organisational and work role competence • More able to look at the bigger picture

Expert • Will see the need to improve • Innovative • In depth knowledge with add on’s • Analysis needs • Reflective practitioner • Shares knowledge and best practice • Efficient in noticing learners needs • Prepared to risk cultural suicide

Being Professional we need to adopt values of professional practice within education and demonstrate inclusiveness in all aspects of our teaching. FENTO now LLUK implements legislation in Three Key Areas, Inclusiveness, Entitlement & Equality, when working in education we have additional considerations to

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